COOPERATIVE

LEARNING
STRUCTURES (CLS)
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Presented by: Jennifer Damasco and Cameron Macaso

 CONTENTS OF THIS TEMPLATE

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A. Cooperative Learning Structure

B. CLS in Mathematics Teaching
C. Production of classroom management routine and materials
to be used during CLS
 OBJECTIVE:
• Demonstrate an understanding about the
concept of Cooperative Learning Structure.
• Apply Cooperative Learning Structure in
teaching Mathematics.
 COOPERATIVE LEARNING
➢ A teaching arrangement that
refers to small, heterogeneous
groups of students working
together to achieve a common
goal (Kagan, 1994). Students
work together to learn and are
responsible for their
teammates' learning as well as
their own.
 The basic elements are:

❑ Positive interdependence: Students feel responsible for their own

and the group's effort.
❑ Face-to-face interaction: Students encourage and support each
another; the environment encourages discussion and eye
contact.
❑ Individual and group accountability: Each student is responsible
for doing their part; the group is accountable for meeting its goal.
❑ Social Skills: Social skills must be taught for successful
cooperative learning to occur.
❑ Group processing: Group members analyze their own and the
group's success, effectiveness and decide how it can be
improved.
Cooperative Learning Structures
➢Methods of organizing the
interaction of individuals in a
classroom. Step-by-step procedures
are used to present, practice, and
review material. Some regulate
interaction between pairs, some are
best for teamwork, and others
involve the entire class.
Cooperative Learning
Structures

This model requires student cooperation and

interdependence in its task, goal, and reward
structures.
Task Structures
0001

A system by which tasks are clearly defined and

described; one in which larger tasks are broken down into
smaller, more manageable tasks.
The lessons are planned out, as well as the type of work
that students are expected to complete. They include
whether the teacher is working with the entire class or
small groups, what students are expected to achieve, and
the cognitive and social expectations placed on students as
they complete given learning tasks.
 Goal Structures
➢ Specifies the ways in which students will interact with each other and the
teacher during the instructional session.
❖ Three types:
a) Individualistic- students work by themselves to accomplish learning
goals unrelated to those of the other students learning.
b) Competitive- students work against each other to achieve an academic
goal such as a grade of “A” that only one or a few students can attain
c) Cooperative- individuals seek outcomes that are beneficial to
themselves and beneficial to all other group members. the instructional
use of small groups so that students work together to maximize their
own and each other’s learning.
INDIVIDUALISTIC

• Learning process
where each student
works on their own.
• Reward can be
achieved
independently.
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 COMPETITIVE

• wanting
very much
to win or be
more
successful
than other
people.
• Rewards
are
obtained for
individual
effort in
Examples

• Chess

• Quiz bee

• Table
tennis
COOPERATIVE

• The process of
working together
to the same end.
• Individual effort
helps others to be
rewarded use
cooperative
reward structure.
 Examples

• Basketball

• Voeyball

• Jigsaw
 Sample Rewards for Students
• Appreciation card

• Healthy snacks

• Plaques/Custom
cardboard cutout

• Prize wheel
Advantage of Reward System
• Increase
motivation

• Joyful learners

• Boosted self-
esteem

• Improved
Results
Disadvantages of Reward
System:
 Danger and
Caution
• Student tends to
socialize to much

• 3-4 members only

• Submission work
(goals and
objectives)
• Ensure Individual
Accountability
 Cooperative
learning leads to:
• Academic
Achievement

• Tolerance and
Acceptance of
Diversity

• Social skills
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 CLS in
Mathematics
Teaching
Presented by: Precy Derutas and Monico Malaquilla
● -Cooperative Learning is a generic
term that is used to describe an
instructional arrangement for
teaching academic and
collaborative skills to small,
heterogeneous groups of students. (
Rich, 1993; Sharan, 1980).
● -CL is one example of an instructional
arrangement that can be used to foster
active student learning, which is an
important dimension of mathematics
learning and highly endorsed by math
educators and researchers. Students
can be given tasks to discuss, problem
solve, and accomplish.
● -According to the National Council
of Teachers of Mathematics
(NCTM; 1991), learning
environments should be created
that promote active learning and
teaching, classroom discourse; and
individual, small-group, and whole
group learning.
REMINDERS:
"Cooperative Learning is the
instructional use of small groups so
that students work together to
maximize their own and each
other's skills."
"Group work is only effective if it is
structured correctly. Group work is
effective if all of the group are
individually accountable for the
progress of the task. If one member
doesn't apply themselves, the task
cannot be completed.
 POSITIVE
INTERDEPENDENCE –
Working together for
a common goal.

Individual
Accountability -
Everyone must Group Processing.
have an active
contribution to
the group.

COMPONENT
S OF
SUCCESSFUL
Face-to-face CLS.
interaction - Collaborative
Explain, Argue, skills
elaborate.
SOME MOST COMMON CLS IN MATHEMATICS.
● 1. Jigsaw
● 2. Think-Pair-Share
● 3. Numbered Heads Together
● 4. Round robin Brainstorming
● 5. Group investigation
● 6. Circle the sage
 GUIDELINES FOR FACILITATING
COOPERATIVE LEARNING IN MATHEMATICS.
● Teachers can use many methods to

facilitate cooperative learning. In

designing-learning setting in Mathematics,
special attention is usually given to the
following issues;
1. The structure of the cooperative groups,
2. Student's interaction in each group,

3. Interaction among the different groups,

4. Learning tasks and teacher's role in the

classroom, and
5. Assessment and evaluation of the

learning process.
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Presented by: Angelica Joy Dumalay and Raymond Abalos

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