Cooperative Learning

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Cooperative Learning
The Group Has Not Achieved Until All Its Members
Have Achieved
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Cooperative LearningDefined
Cooperative learning is a set of teaching
strategies that is characterized by grouping
students into learning teams for set amounts of
time or assignments. The word team takes on the
same meaning that it does in sport-all members
working together to accomplish a common goal
(teacher assigned learning task).
Two broad types of Cooperative Learning
Strategies

• Intergroup Performance Student teams compete
  with other teams
• Shared Group Performance Learn content to teach
  it to the rest of the class

Cooperative Learning will most often work best
for students who are classified as participant,
collaborative, competitive, and independent.
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Cooperative LearningHistory
Developed at John Hopkins University in the Mid
1970s by Robert Slavin.
Today it is one of the most widely
used/recognized instructional models in education
worldwide.
Name of the model began as Student Team Learning
(STL), later change to Cooperative Learning (CP).
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Cooperative LearningFoundational Theory
The Cooperative design is based on the
convergence of four major sets of theories
motivational, cognitive, social learning, and
behavioral theory.

• Motivational Theory
• Cognitive Theory
• Social Learning Theory
• Behavioral Theory

The Cooperative Learning model always prioritizes
the affective domain of learning even if the
outcome (product goal) of the lesson or unit is
psychomotor or cognitive.
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Cooperative LearningStructure
Cooperative Learning is based on three concepts

• Team Rewards
• Individual Accountability
• Equal Opportunity for Success

Cooperative Learning is based on six procedural
elements

• Intentional group formation (teacher directed)
• Continuity of Group Interaction
• Interdependence among group members
• Individual accountability
• Explicit attention to the development of social
  skills
• Instructor as facilitator

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Cooperative LearningInstructional Goals
The four instructional goals of Cooperative
Learning.

• To foster cooperative academic learning among
  students
• To encourage positive relationships
• To develop students self-esteem
• To enhance academic achievement

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Cooperative LearningEssential Elements
The process of learning is facilitated by five
essential elements of Cooperative Learning.

• Positive interdependence among students
• Face-to-face promotive interactions
• Individual accountability/personal responsibility
• Interpersonal and small group skills
• Group processing

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Cooperative LearningTeacher Responsibilities

• Decide what is to be learned by the students,
  formulate a learning task.
• Select heterogeneous student groups.
• Present learning task to students in the form of
  a question or problem.
• Frame and present the structure of the task.
• Once the learning task and structure have been
  presented and clarified, the teacher moves to a
  more passive role.
• Monitor to ensure that socially appropriate group
  cooperation is occurring and intervenes only when
  necessary.
• Design all performance assessments.

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Cooperative LearningStudent Responsibilities

• Organize themselves in their groups to pursue
  completion of the learning task.
• Engage the problems presented by the learning
  task.
• Decide how the team will work to ensure that all
  members contribute to the goal(s) and achieve the
  best possible score.
• Decide and implement their own peer-teaching plan
  as they pursue the assigned learning task.

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Cooperative LearningCooperative Structures
Student Teams-Achievement Dimensions (STAD)

• Students are placed in non-competing teams.
• Given the same assignment/task and resources.
• Team allocated a given amount of time to
  practice.
• All team members assessed and scores are summed
  to give a team score.
• Instructor announces teams scores.
• Discusses implications for improved group
  interactions.
• Second practice period.
• Second assessment (same as the first).
• Two goals 1) All members improve, 2) team score
  improves.
• Only a team grade is given.

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Cooperative LearningCooperative Structures
Team Games Tournament (TGT)

• Students are placed in non-competing teams.
• Given the same assignment/task and resources.
• Team allocated a given amount of time to
  practice.
• Team members are assigned rank based on
  assessment score.
• Corresponding ranking student are compared across
  teams.
• Second Assessment (same as the first).
• Ranked scores are compared again.
• Winner is the team with the highest number of
  compiled points.

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Cooperative LearningCooperative Structures
TeamAssisted Instruction (TAI)

• Students are placed in non-competing groups.
• Each student is given a list of tasks/skills with
  performance criteria.
• The list contains progression for one or more
  skill or knowledge areas (easy to difficult).
• Students may practice individually or with other
  students.
• When student has completed the task to criterion
  level, another student checks performance and the
  first student moves on to the next task.
• Teacher may assess students by number of tasks
  completed by the team or through final individual
  skills assessment with scores summed for team
  totals.

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Cooperative LearningCooperative Structures
Jigsaw

• Students are placed in non-competitive groups.
• Groups are assigned one part of a skill,
  knowledge, area, or game.
• Groups are given a set amount of time to learn
  their respective segment.
• Each group takes the role of teacher and
  instructs the rest of the class.
• Assessment is based on quantity and quality of
  instruction.

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Cooperative LearningCooperative Structures
Group Investigations

• Students are placed in non-competitive groups.
• Groups are given tasks to be completed.
• Time period for investigation is long
• Groups are expected to work both in and out of
  class.
• Task is presented as a group project.
• Two outcomes 1) Evidence of team learning, and
  2) information is shared.
• Assessment is completed from a scoring rubric

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Cooperative LearningAssessment
As the cooperative model is both product and
process based, assessment must take place in both
domains. Performance assessments are made
regularly during and after assigned
tasks. Performance assessments must also be
designed for the end of assigned tasks to
determine team point and grades. Cooperative
Learning relies on alternative, authentic
assessment techniques. The instructor must design
assessments for social skills exhibited within
the cooperative tasks. These can be in the form
of checklists and critical incident reports.