The document summarizes the cooperative learning approach, which is a teaching method where students work in teams on structured activities to achieve a common goal. Key aspects include positive interdependence, interaction between students, individual accountability, and teaching social skills. Effective implementation involves specifying goals, structuring tasks, monitoring groups, and debriefing. Research shows cooperative learning can improve attitudes, social behaviors, critical thinking skills, and achievement.

1. Cooperative
Learning Approach
Albano, Krizel
Alvaro, Jenise Shareen
Bolinao, Jensine Fatima
Buan, Jane
Lorenzo, Florence
Effective Teaching Mathods 2nd Edition
www.KaganOnline.com
www.Wikipedia.com

2. What is Cooperative
Learning Approach?
a method of teaching and
learning in which students form
teams for structured activities to
achieve a common goal.

3. What is Cooperative
Learning Approach?
They are individually accountable
for their work, and the work of the
entire group. Members of cooperative
teams work together and have clearly
defined roles.

4. What is Cooperative
Learning Approach?
allows students to observe, imitate,
and learn from each other.

5. 5 Key Steps in Conducting
Cooperative Learning Approach

6. Prior planning helps to establish the specific
PRE- INSTRUCTIONAL
cooperative learning technique to be used and
PLANNING lays the foundation for effective group work.
INTRODUCE THE ACTIVITY Explain the academic task to them and
TO THE STUDENTS what the criteria are for success.
This is where you let the groups run while you
circulate through the room to collect observation
MONITOR AND data, see whether they understand the
INTERVENE assignment, give immediate feedback and praise for
working together.
Some informal assessment is already done
ASSESSMENT while you are monitoring the groups during the
exercise.
Group processing involves asking the groups to
PROCESS rate their own performance and set goals for
themselves to improve their cooperative work.

7. Effects/Results
gain from each other’s efforts
recognize that all group members share a
common fate
know that one’s performance is
mutually caused by oneself and one’s
team members
feel proud and jointly celebrate when a
group member is recognized for
achievement.

8. Model of
Cooperative Learning
Forms attitudes and
values
Provides models of Improved
prosocial behavior collaborative skills
Presents alternative Resulting in
Cooperative perspectives and
Better self- esteem
Learning viewpoints Increased
achievement
Builds a coherent
and integrated
identity
PROSOCIAL BEHAVIOR
Promotes critical - voluntary actions that are
thinking, reasoning, intended to help or benefit
and problem another individual or group of
solving behavior individuals

9. TRADITIONAL LEARNING GROUP
VS
COOPERATIVE LEARNING GROUP

10. TRADITIONAL COOPERATIVE
LEARNING GROUPS LEARNING GROUPS
Focus is on individual performance only. Focus is on group performance.
Group members compete with each other and Each group member believes that they cannot
succeed unless the other members of the
withhold information -
"If you
group succeed (and visa versa) - If you
succeed, I loose."
win, I win!"
Only individual accomplishments are Group as well as individual accomplishments
rewarded. are rewarded.
Assignments are discussed with little Group members help, assist, encourage, and
commitment to each other's learning. support each other's efforts to learn.
Individual accountability only -- I don't care if Both group and individual accountability.
the other members in the group learn. Members hold self and others accountable for
high quality work.

11. TRADITIONAL COOPERATIVE
LEARNING GROUPS LEARNING GROUPS
Social skills are assumed or ignored. Teamwork skills are emphasized -- members
are taught and expected to use collaborative
skills.
One person often "takes charge" and does all Leadership shared by all members.
the work.
No processing of how well the group is Students have time and are given a procedure
functioning or the quality of its work. to analyze how well their groups are
functioning, how well they are using the
appropriate social skills, and how to improve
the quality of their work together.
Little or no attention to group formation Teacher assigns students to heterogeneous
(students often select members). groups.
Groups typically large (5-10 members). Groups are typically small (3 - 5 members).
Teacher ignores groups. Teacher observes and intervenes when
necessary.

12. Outcomes of
Cooperation
Cooperative learning
activities can instill in
your learners:

13. Outcomes of
Cooperation
ATTITUDES AND VALUES
- Cooperative learning is important
in helping learners acquire from the
curriculum the basic attitudes and values
they need to think independently inside
and outside of your classroom.

14. Outcomes of
Cooperation
PROSOCIAL BEHAVIOR
- Cooperative learning brings
learners together in adult like settings
which, when carefully planned and
executed, can provide appropriate
models of social behavior.

15. Outcomes of
Cooperation
ALTERNATIVE PERSPECTIVES AND
VIEWPOINTS
- Cooperative learning provides the
context or “meeting ground” where
many different viewpoints can be
orchestrated, from which we form more
articulate attitudes and values.

16. Outcomes of
Cooperation
INTEGRATED IDENTITY
- Cooperative learning can be the
start of stripping away the irrelevant,
overly dramatic, and superficial
appendages that mask our deepest
thoughts and feelings.

17. Outcomes of
Cooperation
HIGHER THOUGHT PROCESSES
- Cooperative learning actively
engages the student in the learning
process and seeks to improve the critical
thinking, reasoning, and problem solving
skills of the learner.

18. COMPONENTS OF A
COOPERATIVE
LEARNING ACTIVITY

19. Cooperative Task
Structure
1) Specifying the GOAL of the activity.
2) Structuring the task.
3) Teaching the collaborative process.
4) Monitoring group performance.
5) Debriefing.

20. 1- Specifying the goal
Identify the
outcome
Check for
understanding
Set a cooperative
tone

21. 2- Structuring the task
Group Size
Group Composition
Time on task
Role Assignment Factors
Providing Reinforcement,
and Rewards

22. 3- Teaching and Evaluating
the Collaborative Process
At the heart of the collaborative
skills is the ability to exchange
thoughts and feelings with each other
at the same conceptual level. Students
need to feel comfortable in
communicating their ideas, beliefs and
opinions to others in a timely and
efficient manner.

23. 4- Monitoring Group
Performance
TEACHER’S ROLES:
• to see that each group remains on track.
• to redirect group efforts when needed.
• to provide emotional support and
encouragement.

24. 5- Debriefing
Soliciting suggestions
for how the process
could be improved.
Obtaining the
Openly talking
viewpoints of
about how the
predesignated
groups functioned
observers.
during the
cooperative activity.

25. COOPERATIVE
LEARNING
STRATEGIES

26. RESEARCH SUPPORTING
COOPERATIVE
LEARNING

27. Essentials
1) Positive Interdependence
Students realize that each
individual affects the work and success of
the others. The work is structured so that
students must share information in order
to complete their cooperative tasks.

28. Essentials
2) Student-to-Student Interaction
The teacher openly encourages
students to help each other.

29. Essentials
Provide constructive Share resources
feedback with each other
Act in a
trustworthy Keep an
way open mind
promote a safe
feeling for all by challenge other members'
reducing anxiety reasoning and ideas

30. Essentials
3) Individual Accountability
Even though students work
together, they also perform
independently. Each individual's
performance is assessed. Students must
take personal responsibility for working
toward the group goal(s).

31. Essentials
4) Social Skills
Students learn and use
appropriate social skills.
Leadership Communication
Decision-making Conflict Management
Trust building