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    Cooperative Learning Approach Jiahn C. Nuevo Reporter

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    Sept Apple Lafuente-Zantua
    Cooperative learning is an active learning approach where students work in small groups to complete tasks and learn from one another. It involves carefully selecting heterogeneous groups to allow students to contribute their strengths, and uses incentive and task structures to encourage cooperation and interdependence between group members. Effective cooperative learning develops strong motivation, maximizes idea generation and exchange, and promotes skills like cooperation, collaboration, and respect for others.

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    Cooperative Learning Approach Jiahn C. Nuevo Reporter

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    Sept Apple Lafuente-Zantua
    50 views16 pages
    Cooperative learning is an active learning approach where students work in small groups to complete tasks and learn from one another. It involves carefully selecting heterogeneous groups to allow students to contribute their strengths, and uses incentive and task structures to encourage cooperation and interdependence between group members. Effective cooperative learning develops strong motivation, maximizes idea generation and exchange, and promotes skills like cooperation, collaboration, and respect for others.

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    Cooperative learning is an active learning approach where students work in small groups to complete tasks and learn from one another. It involves carefully selecting heterogeneous groups to allow students to contribute their strengths, and uses incentive and task structures to encourage cooperation and interdependence between group members. Effective cooperative learning develops strong motivation, maximizes idea generation and exchange, and promotes skills like cooperation, collaboration, and respect for others.

    Copyright:

    © All Rights Reserved
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    Download as pptx, pdf, or txt
    50 views16 pages

    Cooperative Learning Approach Jiahn C. Nuevo Reporter

    Uploaded by

    Sept Apple Lafuente-Zantua
    Cooperative learning is an active learning approach where students work in small groups to complete tasks and learn from one another. It involves carefully selecting heterogeneous groups to allow students to contribute their strengths, and uses incentive and task structures to encourage cooperation and interdependence between group members. Effective cooperative learning develops strong motivation, maximizes idea generation and exchange, and promotes skills like cooperation, collaboration, and respect for others.

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    of 16

    2

    COOPERATIVE
    LEARNING APPROACH

    JIAHN C. NUEVO
    REPORTER
    COOPERATIVE LEARNING
    APPROACH

    Isa form of active learning where students


    work together to perform specific tasks in a
    small group.

    Each cooperative learning group should be


    carefully selected by the teacher so that the
    heterogeneous structure allows each student
    to bring his or her strengths to the group
    effort.
     The conceptual basis for the present
    development in Cooperative Learning
    could be traced from the principles
    popularize by John Dewey (1916) and
    Herbert Thelen (1954,1960) in their
    book Democracy and Education.
    FEATURES OF COOPERATIVE
    LEARNING
    2 COMPONENTS OF COOPERATIVE
    LEARNING METHODS

    1. a cooperative incentive structure


    2. a cooperative task structure
    Cooperative incentive structure is one
    wherein two or more individuals are
    interdependent for a reward they will
    share if they are successful as a group.

    Cooperative task structure is a situation in


    which two or more individuals are allowed,
    encouraged, or required to work together
    on some tasks, coordinating their efforts
    to complete the task.
    Cooperative learning is described
    to have the following features:
    1. Students work in teams to tackle
    academic tasks.
    2. Reward systems are group oriented
    rather than individually oriented.
    3. The interactions within the group is
    controlled by the members
    themselves.
    4. Teams are made up of mixed
    abilities-high, average and low
    achievers.
    EFFECTIVENESS
    1. A strong motivation of each member of
    the group to complete an academic task
    is developed.
    2. Interdependent relationship is
    strengthened and reinforced when group
    cooperation is rewarded.
    3. Group work develops friendliness,
    willingness to assist and the more
    worthwhile value of “caring and
    sharing”.
    4. Cooperation in groups promotes
    maximal generation and exchange of
    ideas and influencing one another.
    Promotes tolerance and respect for
    other people’s point of view.
    5. Cooperative learning groups exhibit
    less competitive behavior compared to
    whole-class teaching classrooms.
    6.The group members gain skills of
    cooperation and collaboration through
    experience.
    4 APPROACHES USED
    1. Student Teams Achievement Divisions
    (STAD)
     The class is divided into four or five
    member learning teams.

    2. Jigsaw
     The students are assigned to five or six
    member study teams.
    3. Group Investigation
     Here the students are involved in
    planning both the topics they like to
    investigate, together with the procedure
    they have to follow.
    4. Think-Pair-Share
    a) Thinking Phase- The teacher poses a
    question or issue associated with the
    lesson. Students spend time thinking
    alone the answer.
    b) Pairing phase- Each student pair with
    another and talk about the answer. They
    interact and share each others ideas
    regarding the issues.

    c) Sharing phase- The teacher asks the


    pairs to share with the whole class what
    they have arrived.
    PROCEDURE
    a) Provide objectives for the lesson.
    b) Present information either through oral
    and written text.
    c) Organize students into learning teams.
    d) Assist teams as they work and study.
    e) Tests knowledge of learning materials
    or group presents results of their work.
    f) Recognize group and individual effort
    and achievement.
    SUGGESTED GROUPING PATTERNS
    1. Achievement or ability grouping.
    Students with the same ability level-
    high, average, or low are put together.

    2. Needs or skills grouping. The level of


    difficulty of the task or the nature of
    the problem is considered by the
    teacher so that she can tap the
    students who possess the skills
    required and put them in a group.
    3. Research grouping. This kind of grouping
    suits the approach to cooperative learning
    termed group investigation.
    4. Project grouping. Also referred to as
    performance grouping, usually resorted to
    in performing experiments. The group may
    be required to carry out construction
    activities.
    5. Friendship grouping. This is good for
    purposes of increasing and strengthening
    motivation.
    6. Interest grouping. The students’ interests
    serve as the criterion for forming the
    group.
    GUIDELINES
    1. Heterogeneous grouping wherein high,
    average and low achievers are mixed
    in a group.
    2. Make sure that the students exhibit
    the necessary social skills to work
    cooperatively in group situations.
    3. Arrange the furniture so that groups of
    students can sit facing each other
    during sessions. Provide adequate
    space for ease and speed in
    4. Provide adequate learning tools so as
    not to make others wait at a time they
    are needed.
    5. Encourage students to assume
    responsibility for individual and group
    learning by offering rewards for
    achievement.
    6. Make sure each group understands the
    goals, procedures, tasks and methods of
    evaluation.

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