Cooperative Learning.pptx

Cooperative learning is based on constructivist philosophy. It gives the scope to the learner to learn in a group to achieve a common goal. Cooperative learning is especially based on the theory of social constructivism; therefore, it stresses the construction of knowledge through peer interaction in the classroom. This paper explains cooperative learning and what are the main characteristics of cooperative learning. This paper also focuses on why cooperative learning is important for classroom teaching and some methods used under the umbrella of cooperative learning. This paper also discusses how teachers can implement cooperative learning in the classroom.

2017

Every child does not have the same, they have unique characteristics. A characteristic of the variety that is characterizes the child or have the potential to learn a different way. Effective learning should be able to facilitate all the differences there are children. Cooperative learning can facilitate all these different potentials. Cooperative learning a pattern of learning that involves the child actively. Learning centers not on the teacher, but the children. Children are actively developing learning materials. Cooperative learning also makes children learn to dare to express their opinions and ideas to others, to train children to work in teams, and actively to seek answers to a child's curiosity. Thus, cooperative learning not only develops academic skills alone, but social skills and interpersonal skills are also children grow. Cooperative learning has many methods that STAD, Jigsaw, TGT, Write Pair Square, Think Pair Square, Inside-Outside Circle, Round-Robin, NHT, Two...

Academia Letters, 2021

This paper justifies the importance of building cooperative learning skills and attitudes in learners throughout the course of teaching and learning process. Cooperative learning is not just a word that can be explained by one sentence. Many scholars have different definitions for this concept. According to The active classroom (n.d.) defined cooperative learning as a student-centered and instructor-facilitated instructional strategy in which a small group of students is responsible for its own learning and the learning of all group members. However, Kagan (1989) as cited in The active classroom (n.d.), adds to say that in cooperative learning a teacher designs social interaction structures as well as learning activities. The main role of this is to allow students to interact with each other in order to achieve a common-related goal. It is required that a teacher should arrange the students into smaller groups so that they can be able to discuss various topics and activities that would eventually prepare and enable them to solve problems that exist in their life experiences. Nevertheless, many teachers regard themselves using cooperative learning while they use group work, Boo et al. 2001 (as cited in Roy 2009). Johnson et al. (1994) expresses that many teachers who believed that they are using cooperative learning are mostly to miss the nature of the concept of cooperative learning. Roy (2009) quoted basic differences of cooperative learning with that of group work, out of the nine that was introduced by Johnson et al. (1994). Focusing on those differences mentioned by Roy (2009), Johnson et al. (1994) stated that, Five basic elements of cooperative learning 1. Cooperative learning is based on positive interdependence between group members where goals of the group are structured and meant to instill a mentality that all members

2019

Sub thread: Activities to develop comprehension, collaborative speaking and writing skills through group dynamics and cooperative strategies Strategy 1: Group formation Description Cooperative Language Learning is an approach that encourages collaboration and reduces the isolated effort for competition usually found in a classroom. It provides students the opportunity to construct knowledge as they interact with their classmates.

Cooperative Learning is the instructional use of small groups so that students work together to maximize their own and each other's learning. According to M C Gullah (1985), " Cooperative learning refers to students working together to achieve a common goal. In addition to the usual learning goals, it includes the goal of establishing collaboration or helping relationship among participants. Cooperative Learning is a successful teaching strategy in which small teams, each with students of different levers of different levels of ability, use a variety of learning activities to improve their understanding of subject. In cooperative Learning groups, each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work for the given assignment until all group members successfully understand and complete it.

New Directions for Teaching and Learning, 1996

When students attend a college class, they typically expect to sit passively and listen to a professor "profess"; they expect to be evaluated based on their individual work-exams, papers, and quizzes-and they bring with them a set of norms for interacting with their classmates. Based on their past experiences with school, many students believe that they are in competition with their classmates for scarce resources-good grades. Even when faculty use a performance-based or absolute grading system, students may recognize that they are not in competition with their classmates, but they may only vaguely sense that their classmates' grades are unrelated to theirs. Competitive interaction among students and no interaction among students (individualistic evaluation) are the two most common ways that students relate to one another in college classrooms. This chapter describes a third choice-cooperation among students. Cooperative interaction is the least common but most effective approach for promoting students' learning and teamwork skills. Cooperation is working together to accomplish shared goals. Within cooperative activities individuals seek outcomes that are beneficial to themselves and to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each others' learning uohnson, Johnson, and Smith, 199 lb). Carefully structured cooperative learning involves people working in team to accomplish a common goal, under conditions that involve both positive interdependence (all members must cooperate to complete the task) and both individual and group accountability (each member is accountable for the final outcome). During the past ninety years, nearly six hundred experimental and more than one hundred correlational studies have been conducted comparing the NEW DIRECTIONS FOR TEACHING AND LEARNING. no 67.

1998

This chapter is divided into four sections: What cooperative learning is; research; models of cooperative learning; and conclusion. Cooperative learning is defined as a group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups, in which each learner is held accountable for his or her own learning, and is motivated to increase the learning of others. Each of the several key elements of cooperative education is discussed, including: positive interdependence (which includes positive goal, resource, reward, identity, role, and outside enemy interdependence); team formation; accountability; social skills; structures and structuring; distributed leadership; group autonomy; group processing; and face-to-face interaction. The research section provides a brief overview of the research comparing and contrasting cooperative learning methods with competitive and individualistic learning, concluding that cooperative learning yielded superior outcomes. The five most common models of cooperative learning (the structural approach; group investigation; student team investigation; curriculum packages; learning together) are then briefly described. Teachers can choose one of the models described but may be better off adopting and adapting parts of several models to create their own model of cooperative learning that best fits their teaching style and situation. (Contains 23 references.) (KFT) Reproductions supplied by EDRS are the best that can be made from the original document.

1989

This monograph offers some basic information for putting cooperctive learning into practice. Eight popular cooperative learning approaches are first outlined. The approaches vary along two dimensions: how tasks are assigned and divided among students, and what counts toward team scores and rewards. Certain approaches have all students working on the same task, while others divide tasks among team members. Some give group rewards based on the total of individual team members' achievement, while others either do not give group rewards, or they reward croups a: a whole based on something other than individual performance. A description is given of the different ways these models structure student tasks, accountability, and rewards. As an aid to determining which approaches are best suited to particular instructional purposes, four cooperative learning goals are described: (1) to improve relations among groups; (2) to help the academically handicapped; (3) to increase self-esteem; and (4) to foster positive feelings about learning and school. Practical suggestions on using cooperative learning are offered as well as resources for further study. (JD) Reproductions supplied by EDRS are the best that can be made * from the original document.