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  1. 1. Cooperative Learning in the College Classroom
  2. 2. Workshop Objectives :By the end of this workshop , participants will be able toDiscuss Changing Paradigm of College Teaching-”Define “cooperative learning-Review research related to Cooperative learning-Discuss reasons for using cooperative leaning in our classrooms -Compare between cooperative and traditional teaching methods -Identify elements of cooperative learning-Recognize lesson format for a cooperative lesson-Identify and practice some cooperative learning strategies -Discuss some challenges facing the application of Cooperative -learning approach in the college classroom
  3. 3. Roles are assigned in a .cooperative group LEADER • RECORDER • CHECKER • Timer • OBSERVER •
  4. 4. CHECKERmakes sure that-everyone in the groupunderstands all thematerialensures that everyone in-the group is prepared tomake their part of the. presentation
  5. 5. LEADERresponsible for the groups output-keeps group ‘on track’ and focused-assigns tasks-controls the direction of the project-assigns additional roles, such as ‘experimenter’ -’or ‘equipment manager
  6. 6. RECORDERtakes notes for the-teamresponsible for-compiling andpresentation of finalproductgets supplies for team-when necessary
  7. 7. OBSERVER/READER makes sure that everyone- in the group is contributing !((no sponges ensures that everyone in- the group has an equal .opportunity to speak makes sure that all- .comments are positive . reads material to the group-
  8. 8. Activity 1Comparison of Old and New Paradigms of College Teaching
  9. 9. Changing Paradigm of College Teaching. A paradigm shift is taking place in college teachingWe are dropping the old paradigm of teaching and adopting a new paradigm. based on theory and research that has clear applications to instructionThe primary means of achieving the new paradigm of teaching in the college.classroom is to use cooperative learningCooperative learning provides the context within which the development ofstudent talent is encouraged. Carefully structured cooperative learningensures that students are cognitively, physically, emotionally, andpsychologically actively involved in constructing their own knowledge and isan important step in changing the passive and impersonal character of.many college classroomshttp://www.anderson.ucla.eduCooperation in the College classroom
  10. 10. ِ Activity 2?What is Cooperative Learning
  11. 11. Cooperative LearningIt is instruction that involves people working inteams to accomplish a common goal, underconditions that involve both positiveinterdependence (all members mustcooperate to complete the task) andindividual and group accountability (eachmember is accountable for the complete final).outcome
  12. 12. ?What is Cooperative learningCooperative learning, is also called collaborativelearning, occurs whenever students interact inpairs or groups to share knowledge andexperiences. All activities in which students worktogether head towards a common goal, frominteracting with daily partners to completing longterm projects with learning communities, are.cooperative learning activities
  13. 13. Cooperative learning is a method of teaching and learningin which students team together to explore a significant.question or create a meaningful projectIn cooperative learning, students work together in smallgroups on a structured activity. They are individuallyaccountable for their work, and the work of the group as. a whole is also assessedCooperative learning is a successful teaching strategy inwhich small teams, each with students of different levelsof ability, use a variety of learning activities to improvetheir understanding of a subject. Each member of a teamis responsible not only for learning what is taught but.also for helping teammates learn
  14. 14. Cooperative Learning is a relationship in a groupof students that requires positiveinterdependence (a sense of sink or swimtogether), individual accountability (each of ushas to contribute and learn), interpersonal skills(communication, trust, leadership, decisionmaking, and conflict resolution), face-to-facepromotive interaction, and processing (reflectingon how well the team is functioning and how to).function even better
  15. 15. Activity No.3Why use Cooperative Learning in ?College Classes
  16. 16. Review of ResearchDuring the past 90 years nearly 600experimental and over 100 correlationalstudies have been conducted comparingthe effectiveness of cooperative,competitive, and individualistic efforts.These studies have been conducted by awide variety of researchers in differentdecades with different age subjects, indifferent subject areas, and in different.settings
  17. 17. :The more students work in cooperative learning groupsthe more they will learn-the better they will understand what they are learning -the easier it will be to remember what they learn-the better they will feel about themselves, the class and-.their classmates:Other outcomes included. positive relationships, and psychological health-higher achievement and greater productivity- more caring, supportive, and committed relationships-greater psychological health, social competence, and self-- .esteem
  18. 18. Cooperative learning researchers and-practitioners have shown that positive peerrelationships are essential to success in college.).(Karl A. Smith, David & Roger Johnson 2000Student participation, teacher encouragement, -and student-student interaction positively relate. to improved critical thinkingThis confirms that discussions are superior to-lectures in improving thinking and problem .solving
  19. 19. Acknowledgment of individual differences Interpersonal development Active involvement in learning More opportunities for personal feedbackDeeper understanding of contentIncreased overall achievement in grades Improved self-esteem Higher motivation to remain on task Active and constructive involvement in content Ownership of their own learning Solving group conflicts Improvement of teamwork skills Increased student retentionEnhancement of student satisfaction with their learning experience Development of skills in oral communication Development of students social skills
  20. 20. Activity 4Traditional and Cooperative Learning Groups ?What Is the Difference
  21. 21. Five Defining Elements of Cooperative LearningPositive interdependence-1Face-to-face promotive interaction .2Individual and group accountability.3Interdependence and small group skills -4Group processing.5
  22. 22. Elements of Cooperative LearningPositive Interdependence (sink or swim -1 (togetherEach group members efforts are required and . indispensable for group successEach group member has a unique contribution tomake to the joint effort because of his or her.resources and/or role and task responsibilities •
  23. 23. Face-to-Face Interaction (promote each . 2(others successOrally explaining how to solve problemsTeaching ones knowledge to otherChecking for understandingDiscussing concepts being learnedConnecting present with past learning
  24. 24. Individual &Group Accountability. 3Keeping the size of the group small. The smaller the size of the group, -. the greater the individual accountability may be. Giving an individual test to each student-Randomly examining students orally by calling on one student to -present his or her groups work to the teacher (in the presence of. the group( or to the entire classObserving each group and recording the frequency with which each -. member-contributes to the groups workAssigning one student in each group the role of checker. The checker -asks other group members to explain the reasoning and rationale. underlying group answers Having students teach what they learned to someone-. else •
  25. 25. Interpersonal &Small-Group Skills. 4: Social skills must be taught Decision-making Trust-building Leadership CommunicationConflict-management skills
  26. 26. Group Processing. 5Group members discuss how well they areachieving their goals and maintaining effective working relationshipsDescribe what member actions are helpful and not helpfulMake decisions about what behaviors to.continue or change
  28. 28. Grouping Patterns
  29. 29. Grouping Patterns:Informal cooperative learning groups.1They are temporary groups that last for only one discussion or one classperiod. Their purposes are to focus student’s attention on the material to belearned, set a mood conducive to learning, help organize in advance thematerial to be covered in a class session, ensure that students cognitivelyprocess the material being taught, and provide closure to an instructionalsession. They may be used at any time, but are especially useful during a .lecture or direct teaching ,Can last a few minutes or class period:ExamplesA-Summarize the answer to the question being discussed.b. Solve a problem.c. Give a reaction to a theory, a concept, or information being presented.d. Elaborate (relate material to past learning so that it gets integrated intoexisting conceptual frameworks( the material being presented.e. Predict or explain.f. Attempt to resolve the conceptual conflict the presentation has aroused..g. Hypothesize answers to the question being posed
  30. 30. (Grouping Patterns (con’t-Formal groupsDesigned for students to have enough time to -thoroughly complete an academic assignment.May last several days or weeks -:Design tasks to include-Positive interdependenceGroup processingFace to face promotive interactionIndividual and group accountabilitySocial and Interpersonal Skills
  31. 31. -Base groupsCreated to provide students support throughout a semester or academicyearResults: general sense of belonging to classThe base group functions as a support group for its members :thatGives assistance, support, and encouragement for mastering thecourse content and skills and provides feedback on how well the.content and skills are being learnedGives assistance, support, and encouragement for thinking criticallyabout the course content, explaining precisely what one learns,engaging in intellectual controversy, getting the work done on.time, and applying what is learned to ones own lifeProvides a set of interpersonal relationships to personalize the courseand to try out the cooperative learning procedures and skills.emphasized within the courseProvides a structure for managing course evaluation
  32. 32. Activity No.5Class Activities that use Cooperative Learning
  33. 33. Examples of cooperative learning activitiesPeer tutoring, Conversation cardsThink-pair-share, Role-plays Jigsaw, Open-ended free conversations,Information-gap activities ,Problem solvingStorytelling,Structured Academic Controversy,Cooperative projects,Paired interviewsSharing opinions, debating, narrating, describing, andexplaining
  34. 34. Planning an Active Learning Activity? What are your objectives for the activity -?Who is interacting-Will students pair up with someone beside them? Or perhaps-?someone sitting behind/in front of themShould they pair up with someone with a different background?-? Someone they dont know yetWhen does the activity occur during the class? Beginning? -? Middle? End? How much time are you willing to spend on itWill they write down their answers/ideas/questions or just-? discuss themWill they turn in the responses or not? If they are asked to turn-? them in, should they put their names on them
  35. 35. ?What are some challenges I might face
  36. 36. ReferencesDavid and Roger Johnson. "Cooperative Learning." [Online] 15 October 2001. and Roger Johnson. "An Overview of Cooperative Learning." [Online] 15October 2001. Community Colleges Teaching Resources. "Ideas on CooperativeLearning and the use of Small Groups." [Online] 15 October 2001., Spencer. "Kagan Structures for Emotional Intelligence." [Online] 15October 2001. " Level One — Collaborative Learning Page. On the web at:, T. (1996). A Definition of Collaborative vs Cooperative Learning. On theweb at:
  37. 37. Useful Sites and Learning-http://www.edtech.kennesaw.eduCooperative Learning-Active Learning for the College Classroom -