What is cooperative learning?

Why do we use cooperative learning?

What are the strategies in cooperative learning?

Principles of cooperative learning

Send-A-Problem

Steps :

1. Write each problem on a piece of paper attached to the outside of a folder or envelope.

2. Send a problem to each group. There are as many problems as there are groups.

Example :
Group 1 : Problem 1
Group 2 : Problem 2 …

3. Within each group, members brainstorm for solutions to the given problem.
A consensus is reached on the posssible solutions.These are written on a piece of paper and put into the envelope. Example : Problem 2 Possible Solutions Envelope

4. At a signal given by the teacher, the problem is passed on clockwise to the next group.

5. Without looking at the solutions provided by the previous group, the new group repeats step 3. (Alternatively, the new group looks at the given solutions and come out with new solutions to the problem.)

6. The process is repeated until each group has solved 2 or more problems.

7. For each problem, the last group will have about 7 minutes to prioritise the given solutions, write them on the newsprint and display it for the gallery walk.

 

JIGSAW

Three types of Jigsaw will be highlighted here:

A. Classic Jigsaw
Steps :
1. In Classic Jigsaw, pupils are divided into learning home groups that are of the same size.
(shown here in groups of 4 )

2. The information is divided into 'expert' sections. Pupils are numbered off and assigned to expert sections. Pupils handling the same expert sections form groups as shown in the diagram. Expert groups have the responsibility to help each other : · master the material · select the main ideas · prepare to teach the material

3. At the end of expert planning time, pupils return to their learning home groups to teach their expert part and to learn from the other group members. Often presentations are timed so that they do not go too long.

B. Partner Expert Group Jigsaw ·

In " Classic Jigsaw ", all the experts on a given topic meet together. · In " Partner Expert Group Jigsaw ", learning groups are paired :

1. Experts meet with the like-topic partner from the paired learning group.

2. As before, experts master the material and plan their presentations.

3. They then return to their groups to teach the other members. .

C. Within - Team Jigsaw

1. Form groups of 4.

2. Within each group, pupils form pairs. Each pair is given part of the material to master.

3. Each pair then presents to the other pair(s) in their group.

Alternatively :
1. Each member of the group can be given a bit of information to master.
2. Information is then shared in Roundrobin fashion.

Circle of Knowledge

Steps :
1. Put pupils in groups of 4. Appoint a recorder within each group to record down all the ideas and responses given by the recorder himself as well as those from the other group members.
2. Pose a question to the class to begin the activity. To indicate the start of the activity, give a signal. All members of each group will generate as many ideas or responses as possible and as unique as they can be.
3. At a signal from the teacher, pupils stop recording ideas or responses.
4. The teacher then calls on one group at a time to give a response. Responses may be given only once.
5. When a response is read out, the responding group receives one point. Any groups having the same answer must strike it off from their list. Alternatively, the scoring could be done in the following way : Three points are awarded to a group with unique responses, two points to the responding groups for an idea, and one point to the rest of the groups if they have the same responses or ideas.
6. The activity is over when all the groups have exhausted their responses, or when the teacher gives an ending signal.

Think - Pair - Share

Steps :
1. Pupils listen to question posed by the teacher.
2. Pupils are given "Wait Time" so each can think of an appropriate response.
3. Pupils are cued to pair with a neighbour to discuss their responses. Examples of cueing devices: hand signals, bells or cubes to mark transition points during cycle. Where appropriate, pupils may be asked to write notes, web or diagram their responses during the thinking pairing process.
4. Pupils are invited to share their responses with the whole group.

THE FIVE ESSENTIAL COMPONENTS OF CO-OPERATIVE LEARNING

There are five essential components of co-operative learning :

1. positive interdependence
2. face-to-face promotive interaction
3. individual accountability
4. social skills/interpersonal and small group skills
5. group processing

Positive Interdependence
For a co-operative lesson to be effective, pupils need to understand that they "sink or swim together." In any co-operative learning situations, pupils have two responsibilities: learn the assigned material and ensure that all members of their group learn the assigned material. Positive interdependence exists when: · each group member's efforts are required and indispensable for group success and · each group member contributes to the joint effort because of his or her resources and/or role and responsibilities

Face-to-Face Promotive Interaction Within co-operative lessons, pupils have many opportunities to multiply each other's success by helping, assisting, supporting, encouraging and praising each other's efforts to learn. Successful learning depends on interaction patterns and verbal exchanges which occurs during structured co-operative activities.

Individual Accountability When each pupil is assessed and the results given back to the group, the commitment towards individual accountability is greater than without assessment by group members. Pupils first learn how to solve a problem in a co-operative group. Then they perform it alone. Some ways to encourage individual accountability include: · giving each pupil an individual test · randomly selecting one pupil's product to represent the entire group · getting pupils to teach what they have learned to someone else and · getting pupils to explain what they know to the group

Social Skills An essential component of co-operative learning is the appropriate use of interpersonal and small group skills. In order to co-ordinate efforts to achieve mutual goals, pupils need to: · know each other and establish mutual trust · communicate clearly · accept and support each other · resolve conflicts in a constructive manner

Group Processing This refers to the reflection by group members on how well they have achieved their goals. By discussing the process, the group tackles several issues like: · maintaining a healthy, working relationship among members · getting feedback on their contributions · reinforcing the positive behaviours of group members · further practice of co-operative skills Benefits derived from co-operative teaching and learning strategies For the teacher, co-operative teaching strategies : · give teachers time to collect their thoughts, shape follow-up questions and encourage them to ask higher order questions · make them listen more carefully to pupils' responses · allow them to monitor pupils' responses and interaction For the pupils, co-operative learning strategies : · build thinking into discussion process · give them time for mental rehearsal or verbal practice before sharing with a group. · ensure pupils' ownership of thoughts before being influenced by peers · restrain impulsive pupils from dominating class

(adapted from Co-operation in the Classroom, Johnson & Johnson)