COOPERATIVE

LEARNING

Name: Joeshua Lopez

Date:11/26/2018
Research Review
• Higher achievement
• Increased intention
• Greater use of higher level of reasoning
• Greater intrinsic motivation
• More positive heterogeneous relationships
• Better attitudes toward school
• Better attitudes toward teachers
• Higher self-esteem
• Greater social support
• More on-task behavior
• Greater collaborative skills
Groups become teams through trust
and team building. When new
groups are formed it is important to
give the group time to form trust and
develop a “team identity”.
 TEAM
• Acquainted.
• Team develops an identity,
name, and cheer.
• The team learns to trust
• Team learns to respect
and value differences in
the group.
• The team learns that the
product of the group is
better than any individual.
 Three Types of Learning
Cooperative
• Small heterogeneous
groups of students
working together to
achieve a common
goal.
 Three types of Learning
Competitive
• Students working
individually and/or
homogeneous groups
engaged in a win/lose
struggle.
 Three Types of Learning
Individual
• Students working
independently on their
own goals at their
own pace in their own
space.
 “What children can do
together today, they can do
alone tomorrow.” Vygotsky
 William Glasser
• We learn
10% of what we read
20 % of what we hear
30% of what we see
50% of what we both see and hear
70% of what is discussed with others
80% of what we experience personally
95% of what we teach to someone else
 Components of Cooperative
Learning
• Positive interdependence.
• Individual accountability.
• Participation.
• Division of labor among students in the
group.
• Face to face interaction.
• Assignment of roles to students.
• Group processing of an activity.
Distributed leadership
– Cooperative learning is based on the
belief that all students are capable of
understanding and learning and
performing the tasks.
– Evidence and research show that when
all group members are expected to be
involved and are given leader
responsibilities, we increase the
likelihood that each member will be an
active participant who is able to initiate
leadership when appropriate.
Heterogeneous Grouping

– CL is based on the belief that the most

effective student groups are those which
are heterogeneous.
– Groups which include students who
have different social backgrounds, skill
levels, physical capabilities, and/or
gender mirror the real word of
encountering, accepting, appreciating
and celebrating differences.
Positive Interdependence

– CL is based on the belief that students need

to learn and recognize and value their
dependence upon one another.
– Students who have lots of practice individually
to complete their assignments or
competitively to do better than their peers are
often not eager to work with others.
– Incorporating positive interdependence
increases the likelihood that student will work
cooperatively.
Positive Interdependence is created when a
teacher employs one or more of these
strategies:
1. Group accountability
2. Individual accountability
3. Materials must be shared
4. Group members create one group product
5. The is a group “reward’ which each group can
earn and which is the same for all group
members
Social Skills Acquisition

– CL is based on the belief that the

ability to work effectively in a group is
determined by the acquisition of
specific social skills.

– These social skills can be taught and

can be learned (Task and
Maintenance)
Group Autonomy

• Cooperative learning is based on the

belief that student groups are more
likely to attempt resolution of their
problems if they are not “rescued” from
these problems by their teacher.

• When students resolve their problems

with minimum teacher input, they
become more autonomous and self-
sufficient.
Johnson and Johnson

P - Positive interdependence.
I - Individual Accountability.
G - Group processing.
S - Social skills.
FACE - Face to face interaction.
Kagan
• P - positive interdependence “is
my gain your gain?” “Is help
necessary?”
• I - individual accountability “is
individual public performance
required?
• E - equal participation how
equal is the participation?
• S - simultaneous interaction
what percent are overtly
active at once?
 Social Skills
when groups are forming
Social Skills
during group
 Social Skills
during discussions
 Social Skills
when wrapping up discussions
 Social Skills
when reporting
Grouping
Inside Outside Circle
Two by Two
 ACTIVITY
• Four Jobs:
– Secretary.
– Cheer Leader.
– Time Keeper.
– Summarizer.
JIGSAW
HEADS TOGETHER
INTERVIEW
TEACHER’S ROLE
Before class:

Objectives:
Academic.
Group Participation.
Social Skills.
TEACHER’S ROLE
• Start of Class:

– Assign roles.
– Explain objectives.
– Explain criteria for
success.
– Specify desired
behaviors.
TEACHER’S ROLE
• During Activity:
– Reinforce positive
interactions.
– “Notice”.
– Avoid giving answers.
– Re-teach as
necessary.
– Assess.
TEACHER’S ROLE

• At completion:

– Provide closure.
– Direct processing activity.
– Provide feedback.
TEACHER’S ROLE
• After class:

– Evaluate learning.
– Recognize achievement.
– Plan for future teaching.
Thank You!