Collaborative learning has British roots and is based on the findings of English instructors who looked at

ways to enable students take a more active role in their education. It's a teaching approach in which
"students work in groups to investigate an important subject or a significant project" (Disney).

This chapter will focus on cooperative learning, which was originally employed in America and may be
linked back to John Dewey's idea of the social aspect of learning. It's a "kind of collaborative learning"
that's "unique" (Disney). Not only is the group as a whole evaluated in this context, but pupils are also
held individually accountable for their efforts.

The implementation of cooperative learning takes place in three stages.

The pre-implementation phase consists of defining instructional objectives, determining group sizes and
assigning students to groups, arranging the room, planning instructional materials to promote
interdependence, assigning group roles, assigning tasks, explaining the success criteria, structuring
positive interdependence and accountability, and specifying desired behaviors.

The second part is implementation, which includes behavior monitoring, intervening if necessary,
assisting with needs, and rewarding good conduct.

Post-implementation is the third phase, which includes offering closure through summary, assessing
students' learning, and reflecting on what happened.