- is an approach to organizing classroom activities into academic and social learning experiences. It differs from group work, and it has been described as "structuring positive interdependence." Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).Furthermore, the teacher's role changes from giving information to facilitating students' learning. Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. Five essential elements are identified for the successful incorporation of cooperative learning in the classroom.
Types:
Formal cooperative learning
- is structured, facilitated, and monitored by the educator over time and is used to achieve group goals in task work (e.g. completing a unit). Any course material or assignment can be adapted to this type of learning, and groups can vary from 2-6 people with discussions lasting from a few minutes up to a period. Types of formal cooperative learning strategies include jigsaw, assignments that involve group problem solving and decision making, laboratory or experiment assignments, and peer review work (e.g. editing writing assignments). Having experience and developing skill with this type of learning often facilitates informal and base learning.[13] Jigsaw activities are wonderful because the student assumes the role of the teacher on a given topic and is in charge of teaching the topic to a fellow classmate. The idea is that if the student can teach something, he/she would have already learned the material.
Informal cooperative learning
- incorporates group learning with passive teaching by drawing attention to material through small groups throughout the lesson or by discussion at the end of a lesson, and typically involves groups of two (e.g. turn-to-your-partner discussions). These groups are often temporary and can change from lesson to lesson (very much unlike formal learning where 2 students may be lab partners throughout the entire semester contributing to one another’s knowledge of science). Discussions typically have four components that include formulating a response to questions asked by the educator, sharing responses to the questions asked with a partner, listening to a partner’s responses to the same question, and creating a new well-developed answer. This type of learning enables the student to process, consolidate, and retain more information learned.[13]
In group-based cooperative learning
- these peer groups gather together over the long term (e.g. over the course of a year, or several years such as in high school or post-secondary studies) to develop and contribute to one another’s knowledge mastery on a topic by regularly discussing material, encouraging one another, and supporting the academic and personal success of group members. Base group learning is effective for learning complex subject matter over the course or semester and establishes caring, supportive peer relationships, which in turn motivates and strengthens the student’s commitment to the group’s education while increasing self-esteem and self-worth. Base group approaches also make the students accountable to educating their peer group in the event that a member was absent for a lesson. This is effective both for individual learning, as well as social support.
Cooperative Learning Techniques:
Schul (2011) discusses cooperative learning techniques. There are a great number of cooperative learning techniques available. Some cooperative learning techniques utilize student pairing, while others utilize small groups of four or five students. Hundreds of techniques have been created into structures to use in any content area published by Dr. Spencer Kagan (1994). Among the easy to implement structures are Think-Pair-Share, Think-Pair-Write, and variations of Round Robin. A well known cooperative learning technique is the Jigsaw, Jigsaw II and Reverse Jigsaw. Anne Brown has made many contributions to cooperative learning with the Reciprocal Teaching technique.
- Think Pair Share
Originally developed by Frank T. Lyman (1981), Think-Pair-Share allows for students to contemplate a posed question or problem silently. The student may write down thoughts or simply just brainstorm in his or her head. When prompted, the student pairs up with a peer and discusses his or her idea(s) and then listens to the ideas of his or her partner. Following pair dialogue, the teacher solicits responses from the whole group.[19]
Students are members of two groups: home group and expert group. In the heterogenous home group, students are each assigned a different topic. Once a topic has been identified, students leave the home group and group with the other students with their assigned topic. In the new group, students learn the material together before returning to their home group. Once back in their home group, each student is accountable for teaching his or her assigned topic.
- Jigsaw II
Jigsaw II is Robert Slavin's (1980) variation of Jigsaw in which members of the home group are assigned the same material, but focus on separate portions of the material. Each member must become an "expert" on his or her assigned portion and teach the other members of the home group.
- Reverse Jigsaw
This variation was created by Timothy Hedeen (2003), It differs from the original Jigsaw during the teaching portion of the activity. In the Reverse Jigsaw technique, students in the expert groups teach the whole class rather than return to their home groups to teach the content.
- Reciprocal Teaching
Brown & Paliscar (1982) developed reciprocal teaching. It is a cooperative technique that allows for student pairs to participate in a dialogue about text. Partners take turns reading and asking questions of each other, receiving immediate feedback. Such a model allows for students to use important metacognitive techniques such as clarifying, questioning, predicting, and summarizing.It embraces the idea that students can effectively learn from each other.
- The Williams
Students collaborate to answer a big question that is the learning objective. Each group has differentiated questions that increases in cognitive ability to allow students to progress and meet the learning objective.
- STAD (or Student-Teams-Achievement Divisions)
Students are placed in small groups (or teams). The class in its entirety is presented with a lesson and the students are subsequently tested. Individuals are graded on the team's performance. Although the tests are taken individually, students are encouraged to work together to improve the overall performance of the group.
Research supporting cooperative learning
Research on cooperative learning demonstrated “overwhelmingly positive” results and confirmed that cooperative modes are cross-curricular. Cooperative learning requires students to engage in group activities that increase learning and adds other important dimensions.[ The positive outcomes include: academic gains, improved race relations and increased personal and social development. Brady & Tsay (2010) report that students who fully participated in group activities, exhibited collaborative behaviours, provided constructive feedback and cooperated with their group had a higher likelihood of receiving higher test scores and course grades at the end of the semester. Results from Brady & Tsay’s (2010) study support the notion that cooperative learning is an active pedagogy that fosters higher academic achievement (p. 85). Cooperative learning has been found to also increase attendance, time on task, enjoyment of school and classes, motivation, and independence.
Slavin states the following regarding research on cooperative is learning which corresponds with Brady & Tsay’s (2010) findings.
- Students demonstrate academic achievement
- Cooperative learning methods are usually equally effective for all ability levels.
- Cooperative learning is effective for all ethnic groups
- Student perceptions of one another are enhanced when given the opportunity to work with one another
- Cooperative learning increases self-esteem and self-concept
- Ethnic and physically/mentally handicapped barriers are broken down allowing for positive interactions and friendships to occur
Johnson and Johnson (1989) concluded cooperative learning results in:
- Increased higher level reasoning
- Increased generation of new ideas and solutions
- Greater transfer of learning between situations
According to Reijo Siltala cooperative learning is significant in business field.
- Cooperative learning can be seen as characteristic for innovation businesses.
- The five stage division on cooperative learning creates a useful method of analysing learning in innovation businesses.
- Innovativity connected to cooperative learning seems to make the creation of innovations possible.
Limitation
Cooperative Learning has many limitations that could cause the process to be more complicated than first perceived. Sharan (2010) describes the constant evolution of cooperative learning as a threat. Due to the fact that cooperative learning is constantly changing, there is a possibility that teachers may become confused and lack complete understanding of the method. Teachers implementing cooperative learning may also be challenged with resistance and hostility from students who believe that they are being held back by their slower teammates or by students who are less confident and feel that they are being ignored or demeaned by their team.
Students often provide feedback in the success of the teamwork experienced during cooperative learning experiences. Peer review and evaluations may not reflect true experiences due to perceived competition among peers. A confidential evaluation process may help to increase evaluation strength.
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