COOPERATIVE

LEARNING

Name:
Date:
 Objectives
• Rational for cooperative learning.
• Understand the difference from
cooperative learning and group learning.
• Structures of cooperative learning.
• Understand the importance of and the
need for direct teaching of social skills.
• Grouping strategies.
 Objectives continued
• The teacher’s role when using cooperative
learning in the classroom.
• Understand the use of assigning roles as a
means of avoiding problems.
• Importance of team trust.
 Grouping

• Groups of 4.
• Two groups of 2:
– Shoulder to shoulder.
– Knee to knee.
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.
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
 Roundtable Activity
• What do you think are the greatest
concerns/obstacles that hinder learning in the
classroom?
Grouping
Who’s Not Telling the Truth?
 GROUP ROLES
• Secretary
• Time Keeper
• Cheer Leader
• Summarizer
• Facilitator
• Noise Monitor
• Materials Controller
• Historian
• Equalizer
Inside Outside Circle
Two by Two
 ACTIVITY
• Four Jobs:
– Secretary.
– Cheer Leader.
– Time Keeper.
– Summarizer.
 WHAT ARE SOME THINGS THAT
NEED CLARIFYING?

• 20 minutes.
• Discuss.
• Answer.
• Clarify.
• List anything group could not clarify.
JIGSAW
HEADS TOGETHER
INTERVIEW
 PROCESSING
What were you supposed to do?
What did you do well?
What would you do differently next time?
Do you need any help?
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.
GRADES
 INDEPENDENT PRACTICE

• Incorporate one cooperative group activity

into classroom.

– Write up objectives (academic and social).

– Evaluate activity – what worked, what needed
to be different.
– Send summary to instructor within 2 weeks.