The document discusses cooperative and collaborative learning techniques. It defines cooperative learning as students working together in small groups on structured activities, where each student is accountable for their own work and the group's work. Collaborative learning involves students teaming up to explore a question or create a project. The key elements of cooperative learning are positive interdependence, individual accountability, interpersonal skills, face-to-face interaction, and group processing. Examples like jigsaw activities are provided to illustrate cooperative learning methods.

1. ONLINE
ASSIGNMENT
BY
JYOTHISH.U.S
PHYSICAL SCIENCE
BNVCTEC

2. Topic :
‘Cooperative and collaborative
learning ’

3. INTRODUCTION
Collaborative learning is a method of teaching and learning in which
students team together to explore a significant question or create a
meaningful project. A group of students discussing a lecture or students
from different schools working together over the Internet on a shared
assignment are both examples of collaborative learning.
Cooperative learning, which will be the primary focus of this
workshop, is a specific kind of collaborative learning. In
cooperative learning, students work together in small groups on
a structured activity. They are individually accountable for their
work, and the work of the group as a whole is also assessed.
Cooperative groups work face-to-face and learn to work as a
team.
In small groups, students can sharestrengths and also develop their weaker skills.
They develop their interpersonalskills. They learn to deal with conflict. When
cooperative groups areguided by clear objectives, students engage in numerous
activities that improvetheir understanding of subjects explored.
In order to create an environmentin which cooperative learning can take place,
three things are necessary. First, students need to feel safe, but also challenged.
Second, groups need to be smallenough that everyonecan contribute. Third, the
task students work together on mustbe clearly defined. The cooperative and
collaborative learning techniques presented here should help make this possible
for teachers

4. Cooperative Learning
Working together in a group can be a great experience for somepeople and a
terrible one for others. You've probably realized by now that working in a group is
pretty common in education. However, every group is not created equal and
some groups function better than others. That's part of the reason why many
teachers promotecooperative learning, instead.
In cooperative learning, students work together in small groups to complete a
structured task or goal. Itis more than justworking in a group, as group work
alone does not guarantee cooperative learning. As you may have experienced,
when students are simply required to work together, they are usually rewarded
based on the success of the entire group. Itis all too often the case that only
some members of the group do all of the work. Itcannotbe said that all of the
members are actually learning. On the other hand, in cooperativelearning,
members of the group are not only rewarded based on the success of the entire
group but are also individually accountable for their own work. The task or
activity is structured in a way that requires the input and participation of every
group member. As a result, all of the group members learn fromeach other.
Cooperative learning is often confused with collaborative learning, but they are
not the samething. We'll discuss collaborativelearning later in this lesson.
Jigsaw
An example of a very popular cooperative learning activity that teachers use is
jigsaw, whereeach student is required to research one section of the material
and then teach it to the other members of the group. Justlike a jigsaw puzzle,
each piece or section is put together at the end, and only then does the entire
picture make sense.
For example, imagine you'vebeen placed in a group that has been tasked with
researching the life of Dr. Seuss. In jigsaw, you and themembers of your group
would each be responsiblefor researching certain periods of his life. Let's say
there are four members of your group. You are responsiblefor researching his
childhood, and the other members of your group areresponsiblefor other
periods of his life. When you are finished with your individual research, you

5. reportwhat you'velearned to the other members of your group. Onceeveryone
is finished with their reports, you havea complete picture of his entire life.
In this way, jigsaw activities are specifically structured so that the only access any
member has to all of the information is through the work of other members. So, if
you don't listen to someone in your group, you won't know the information and
won't do well on the test that follows.
As a cooperativelearning activity, jigsaw provides a very efficient way for
students to learn. Cooperative learning also has a number of other advantages.
For example, as they work together, students learn how to socialize, solve
problems, and handle conflict. Additionally, learning to cooperate with others is
vital for success later in life. Almost every company that a student will work for is
likely to requirethem to work in a group at somepoint.
Elements of Cooperative Learning
As we discussed before, simply working in a group does not guarantee
cooperative learning. There are fiveelements that define true cooperative
learning in groups:
1. Face-to-faceinteraction
2. Positive interdependence
3. Individualaccountability
4. Collaborative skills
5. Group processing
Face-to-face interaction is a bit counter-intuitive becauseit doesn't necessarily
mean face-to-face as in 'in-person'. Itactually justrefers to direct interaction. So,
it can be literally face-to-face, or it could be over the phone, on chat, via Skype,
through email, etc. It's justreferring to the fact that group members have to
actually interact in order to cooperate.
The second element is positive interdependence, which means thatthe group
members rely on each other and can only succeed together. This goes hand-in-
hand with the third element, which is individual accountability. As an

6. interdependent group, each individual is responsiblefor his or her own work and
can be held accountable for that work.
The fourth element of cooperativelearning is collaborative skills. Thegroup
members must be able to work together, but the ability to do so doesn't always
come naturally; sometimes these skills need to be taught. And the final element is
group processing, which refers to the fact that the group needs to monitor itself
to ensure that the group, as a whole, is working together effectively.

7. There are five fundamental elements involved in cooperative learning. In fact,
these five elements distinguish cooperative learning from other forms of group
learning. These elements can be thought of as pieces in a puzzle. When all of these
elements are present in a learning situation, the result is a cooperative learning
group. The five basic elements of cooperative learning are:
 Positive interdependence
 Individual and group accountability
 Interpersonal and small group skills
 Face-to-face promotive interaction
 Group processing
Positive Interdependence
This means the group has a clear task or goal so everyone knows they sink or swim
together. The efforts of each person benefit not only the individual, but also
everyone else in the group. The key to positive interdependence is committing to
personal success as well as the success ofevery member of the group.

8. Individual and Group Accountability
The group is accountable for achieving its goals, and each member must be
accountable for contributing a fair share of the work toward the group goal. No one
can "hitchhike" on the work of others. The performance of each individual must be
assessed and the results given back to the group.

9. Interpersonal and Small Group Skills
Interpersonal and small group skills are required to function as part of a group.
These are basic teamwork skills. Group members must know how to - and be
motivated to - provide effective leadership, make decisions, build trust,
communicate, and manage conflict.
 Completing tasks
 Communicating
 Decision making
 Managing conflict
 Appreciating group members
Face-to-Face Promotive Interaction
This means that students promote each
other's success bysharing resources. They help, support, encourage, and praise
each other's efforts to learn. Both academic and personal supportare part of this
mutual goal.
Group Processing

10. Group members need to feel free to communicate openly with each other to
express concerns as well as to celebrate accomplishments. They should discuss
how well they are achieving their goals and maintaining effective working
relationships.

11. COLLABORATIVE LEARNING
Collaborative Learning is an approachappropriate for natural resource,
environmental, and community decision-making situations with the following
features: multiple parties, deeply held values, cultural differences, multiple issues,
scientific and technical uncertainty, and legal and jurisdictional constraints. It
emphasizes activities that encourage systems thinking, joint learning, open
communication, constructive conflict management, and a focus on appropriate
change.
Collaborative Learning is a hybrid of soft systems methodology (SSM),
experiential and adult learning theories, and the alternative dispute resolution
(ADR) areas of conflict resolution, mediation and negotiation. Key notions of
Collaborative Learning include:
 Re-defining the task away from solving a problem to one of improving a
situation.
 Viewing the situation as a set of interrelated systems.
 Defining improvement as desirable and feasible change.
 Recognition that considerable learning--about science, issues, and value
differences--will have to occurbefore implementable improvements are
possible.
From ADR, Collaborative Learning incorporates communication methods
designed to promote collaborative, mutual gains negotiation. While SSM is not
well suited for dealing with differences in deeply held values, collaborative
negotiation is. Collaborative Learning respects value differences and provides an
opportunity for transforming value disputes into interest disputes. By
incorporating features of SSM and ADR, Collaborative Learning promotes
working through the issues and perspectives of a situation.
How does Collaborative Learning work?
Collaborative Learning operates on three levels:
1. As a philosophy or orientation
2. As a framework
3. As a set of techniques

12. As a public participation or planning team approach, Collaborative Learning
encourages people to learn actively, to think systemically, and to learn from one
another about a particular problem situation. The first stages of CL workshop
project, for example, emphasize common understanding. Activities might include
information exchange, imagining best and worst possible futures, and visual
representations of the situation, perhaps through the use of "situation maps." In
middle stages, CL participants focus on concerns and interests regarding the
specific situation, and how those concerns relate to other concerns. Out of these
concerns, CL parties identify possible changes that could be made; "situation
improvements." In latter stages, the participants debate these improvements,
addressing whether or not they represent desirable and feasible changes in the
present situation.
Throughout the CL process, participants talk with and learn from one another in
groups of various sizes. Forexample, a CL process may use a "1-2-6" approachto
discussing situation improvements. After each CL participant has developed an
improvement, she or he discusses that improvement with one other person. Those
two join four others and talk about each person's improvements. Within these
discussions, active listening, questioning, and argument are respected. People
clarify and refine their improvements through dialogue. Collaborative Learning
emphasizes "talking with" rather than "talking at."
What is the role of the sponsoring agency?
Collaborative Learning asks the sponsoringagency (e.g., USDA-Forest Service,
State Department of Natural Resources, City of Corvallis) to participate, not as the
facilitator or intermediary, but as a major player. The agency may be the decision-
maker in the problem situation, but, within a CL process,does notfunction simply
as an arbitrator. Agency personnel participate in CL activities as citizens and as
representatives of the agency. Agency participants, just like others in the CL
process, sharetheir knowledge and expertise about the situation, ask questions,
listen, and debate. Doing so does not compromise the agency's decision authority,
but does allow agency personnel to speak from their values and beliefs both as
employees and as citizens.
An agency may use Collaborative Learning processeswithin its organization. It
may convene and sponsorCollaborative Learning activities for partnership
development or public involvement. When using CL with the public, facilitators
must not also be players. CL typically works best when those who direct the
process are impartial about the concerns expressed and the improvements
proposed.

13. What does Collaborative Learning produce?
Collaborative Learning presumes that situations are dynamic, systemic, and
changing. CL is a framework that can be adapted to a particular situation to
generate:
 Dialogue between diverse communities: scientific, public, administrative.
 Improved understanding of the specific problem situation.
 Integration of scientific and traditional knowledge about the problem
situation.
 Increased rapport, respect, and trust among participants.
 Clearly articulated systems-based concerns about the problem situation.
 Tangible improvements in the problem situation.
How does Collaborative Learning relate to ecosystem-basedmanagement?
Collaborative Learning is bothphilosophically and practically compatible with the
basic tenets of ecosystem-based management (ESBM). First, ESBM's commitment
to ecological analysis and methods is consistent with CL's emphasis on a "human
activity system" view of situations. Second, CLneeds the best science and
technologies that ESBM features to be a part of CL's learning activities. CL
provides a venue for scientific and technical knowledge to be part of the civic
discourse. Third, the CL framework adapts well to public participation. CL
accommodates open participation, values local knowledge, and respects citizen
interest and commitment. Fourth, CL provides the opportunity for the
development of shared visions and goals upon which partnerships may be
based. Collaborative Learning encourages a holistic, systemic view of a
situation. It respects the complexity of a situation in a manner similar to
ecosystem-based management.
What Collaborative Learning is not.
Collaborative Learning, while beneficial within an complex and controversial
policy situation, is no panacea or "silver bullet." It is one of possiblymany
frameworks that can involve people in meaningful learning and discussionabout
challenging management and decision situations. It does not stress or demand
consensus. It does stress learning, understanding, and the development of
improvements in the situation. CL does not foster the development of a group
"mentality" or "recommendations." Rather, CL encourages parties to make
progress on improving the situation as they work through issues, values, and
concerns.

15. There has been much written to help teachers differentiate between cooperative learning and
collaborative learning. Deciding which approach suits the purpose and the final goal of a lesson
is not always obvious. First, defining collaborative learning and cooperative learning and how
they both contribute to pivotal knowledge building and critical thinking skills can be confusing.
The purpose of both approaches is the same; to provide students opportunities to engage with
each other in thoughtful learning. The underlying premise of these techniques is that learning is
enhanced by peer interaction. The differences in cooperative learning & collaborative learning
are outlined below:

16. CONCLUSION
In my opinion, there is a lot to be said about the power of cooperative learning in the
classroom.
Kids just seemto engage more intensely with the task at hand when it's placed in a mutually
supportive social context. Beneficial, cooperative-learning situations are not easy to set up. In
many situations, particularly those in which people must work together on a problem, conflicts
prevent learning. As a result, cooperative learning requires teaching kids to work well with
others by resolving these inevitable conflicts. In the next section, we will present specific
techniques for dealing with group conflicts.
Celebration of diversity. Students learn to work with all types of people. During small-
group interactions, they find many opportunities to reflect upon and reply to the diverse
responses fellow learners bring to the questions raised. Small groups also allow
students to add their perspectives to an issue based on their cultural differences. This
exchange inevitably helps students to better understand other cultures and points of
view.
Acknowledgment of individual differences. When questions are raised, different
students will have a variety of responses. Each of these can help the group create a
productthat reflects a wide range of perspectives and is thus more complete and
comprehensive.
Interpersonal development. Students learn to relate to their peers and other learners as
they work together in group enterprises. This can be especially helpful for students who
have difficulty with social skills. They can benefit from structured interactions with
others.
Actively involving students in learning. Each member has opportunities to contribute in
small groups. Students are apt to take more ownership of their material and to think
critically about related issues when they work as a team.
More opportunities for personal feedback. Because there are more exchanges among
students in small groups, your students receive more personal feedback about their
ideas and responses. This feedback is often not possible in large-group instruction, in
which one or two students exchange ideas and the rest of the class listens.

17. REFERENCE
 http://www.thirteen.org/edonline/concept2class/coopcollab/index_sub3.html]
 http://study.com/academy/lesson/cooperative-and-collaborative-learning-in-the-
classroom.html
 http://etec.ctlt.ubc.ca/510wiki/Collaborative_Learning_vs._Cooperative_Learning.HTML
 www.uleth.ca/teachingcentre/blog/cooperative-and-collaborative-learning