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Introduction to
Cooperative Learning
Maria Garvey
086 3585157
[email protected]
The Second Level Support Service is funded by the Department of
Education and Science under the National Development Plan
Cooperative Learning
Cooperative learning is the instructional use of
small groups so that students work together to
maximize their own and each other’s learning
(Johnson, Johnson, & Holubec 1998)
•Structures in elements which make groups
work
•Structures out elements which cause
groups to fail
Two Responsibilities
Individual Responsibility
Make sure you learn something interesting
and useful today
Group Responsibility
Make sure your group learns something
interesting and useful today
In a classroom there is a place for…
• Individual Learning – I am in this alone
• Competitive Learning – I swim you sink
• Cooperative Learning – We sink or swim together
Cooperation
We Sink or Swim Together
• Students share the same learning goals and
work together to achieve them
• They work in small often heterogeneous groups
• What benefits one benefits all
• All strive for each other’s success
• Joint success is celebrated
• Rewards are viewed as unlimited
• Evaluation is by comparing performance to a
preset criteria
Competition: I swim you sink
• Individuals work against each other to achieve a
goal only one or a few can attain
• Each student works alone
• Students want to outshine each other
• What benefits self deprives others
• Students celebrate their own success and others
failure
• Rewards are limited
• Students are ranked from best to worst
Individualism: I am in this alone
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Each student works alone
Each strives for own success
What benefits self does not effect others
Each celebrates their own success
Rewards are viewed as unlimited
Evaluation is by comparing performance to
a preset criteria
Forming Groups
The Birthday Game
Forming Groups Other Methods
• Random
– Count off
– Birthday Game
– Literature cards – characters from same book
– Maths problems – same answers
– EU countries and capitals
• Students self select
• Teacher assigns students
– on basis of ability, learning interests, learning style etc
– Sociogram
Activity 1
Do this on your own – no talking
You have 2 minutes to count the total no
of squares
There is a prize for the first correct answer
Time up!! Write in the no of squares you found and
answer the questions on the sheet
Activity 2
Individually
You have 2 minutes to count the
total no of triangles
There is an ‘A’ for everybody who
gets 90% of the number
Time up!! Write in the no of triangles you found
and answer the questions on the sheet
Activity 3
Do this as a team
You have 2 minutes to count the total no of
triangles
Time up!! Write in the no of triangles you found and
answer the questions on the sheet
Think – Pair – Share
Reflections on
group work
Read and Explain in Pairs
• Silent Individual Reading
• Two Roles: Summariser;
Clarifier / Accuracy checker
• Material in Short Snappy paragraphs
• Suitable for tasks based on Information
Value of Cooperation
• We work alone when we do not have the
skills to collaborate
• Collaboration is inherently more complex
than individualistic or competitive work
• For successful group-work we must teach
pupils teamwork, interpersonal,
collaborative skills
Cooperative Learning
Cooperative Learning is where students
work together in small groups where they
maximise their own and each others
learning.
Note:
not ALL groups are cooperative groups. It takes time,
skills and structure to form cooperative groups
Formal Cooperative groups last for particular length of
time, chapter or section of course work
Characteristics of a Traditional
Group
• Dominant Members
• Disengaged Members
• Inappropriate group size and resources
• Homogeneity of skills and ability
Research Results
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Higher Achievement
Increased retention
Greater use of Higher Level reasoning
Better attitudes towards school
Better attitudes towards teachers
Higher self esteem
Greater social support
Research Results cont.
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More positive psychological adjustment
More on-task behaviour
Greater collaborative skills
Increased perspective taking
Greater intrinsic motivation
More positive heterogenous relationships
Read and Explain Pairs
Basic Elements of
Cooperative Learning
Cooperative Learning: Basic Elements
1. Positive Interdependence
2. Promotive Interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group Processing
Group Processing
• What was good about working together?
• Where might you use this in your classroom?
POSITIVE COMMENTS ONLY in the early stages
I like the way you…
X made a very good point about....etc.
Reading Comprehension Triads
Dreams
Reading Comprehension
TASK:
• Read Poem and answer the question.
COOPERATIVE: • One set of answers from the group
• Everyone must agree
• Everyone must be able to explain the group’s
answer
Individual Accountability
• One member will be randomly picked to
explain the group’s answers
CRITERIA FOR SUCCESS
Acceptable answers on all questions
EXPECTED BEHAVIOURS
• Checking for Understanding
• Encouraging everyone’s participation
INTERGROUP COOPERATION
• When you finish compare your answers
with those of another group
Reader
• Read through material slowly, carefully,
with expression, so group members never
forget it for the rest of their lives.
Recorder
• Write down all of group’s good ideas,
make sure there are three good possible
right answers, and circle the one the group
decides is most appropriate
Checker
• Require other group members to
demonstrate comprehension and help
diagnose problems in understanding
Group Processing
• What was helpful about working
together in this way?
Team Work
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Collaborative and co-operative learning
Socialising effect
Relaxed and enjoyable
Less able child supported unobtrusively
Two or more minds are better than one
Able children are stimulated by having to explain
or recount
• Pupils can become more responsible for their own
behaviour
• Encourages ownership and involvement of learning
Social/Team/Group Skills
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Listening
Contributing ideas
Using quiet voices
Asking questions
Encouraging
Summarising
Checking for Understanding
Respecting each other
Teaching Teamwork Skills
• Using T Charts to teach teamwork skills
• Ask what the skill ‘Looks Like’
• Ask what the skill ‘Sounds Like’
Encouraging
Looks like
Sounds like
Listening
Looks like
Sounds like
Contributing Ideas
Looks like
Sounds like
Summarising
Looks like
Sounds like
Respecting Each Other
Looks like
Sounds like
Graphic Organisers
Structuring Positive Interdependence
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Positive Goal Interdependence
Positive Reward Interdependence
Positive Resource Interdependence
Positive Role Interdependence
Positive Identity Interdependence
Positive Environmental Interdependence
Positive Fantasy Interdependence
Positive Task Interdependence
Positive Outside Enemy Interdependence
Group Processing
What was good about working
together?
I like the way you…
X made a very good point about....etc.
The Second Level Support Service is funded by the Department of
Education and Science under the National Development Plan
Jig-Saw
Types of Cooperative
Groups
Base Groups
Informal Groups
Informal Groups
Types of Groups
• Base Groups – long term support groups
meet twice weekly during the week
• Formal Groups – short term – time,
section of work
• Informal groups – immediate
Form groups of three
Base
Base
Formal
Formal
Informal
Informal
Find a learning partner
Base
Base
Informal
Formal
Informal
Formal
Return to your original group
Base
Base
Formal
Formal
Informal
Informal
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Please complete and return evaluation forms
The Second Level Support Service is funded by the Department of
Education and Science under the National Development Plan