Cooperative learning method

  Definition

Cooperative learning is a method of teaching and learning in which student form team for structure activities to achieve the common goal.

  Types of formal cooperative learning strategies include:

a.      The jigsaw technique

b.      Assignments that involve group problem solving and decision making

c.       Laboratory or experiment assignments

d.      Peer review work (e.g. editing writing assignments).

Ø  Elements

Brown & Ciuffetelli Parker (2009) and Siltala (2010) discuss the 5 basic and essential elements to cooperative learning:^[14][15][16]

1. Positive interdependence
1. Students must fully participate and put forth effort within their group
2. Each group member has a task/role/responsibility therefore must believe that they are responsible for their learning and that of their group
2. Face-to-face promotive interaction
1. Members promote each other's success
2. Students explain to one another what they have or are learning and assist one another with understanding and completion of assignments
3. Individual and group accountability
1. Each student must demonstrate mastery of the content being studied
2. Each student is accountable for their learning and work, therefore eliminating “social loafing”
4. Social skills
1. Social skills that must be taught in order for successful cooperative learning to occur
2. Skills include effective communication, interpersonal and group skills
1. Leadership
2. Decision-making
3. Trust-building
4. Communication
5. Conflict-management skills
5. Group processing
1. Every so often groups must assess their effectiveness and decide how it can be improved

In order for student achievement to improve considerably, two characteristics must be present:^[17]

1. When designing cooperative learning tasks and reward structures, individual responsibility and accountability must be identified. Individuals must know exactly what their responsibilities are and that they are accountable to the group in order to reach their goal.
2. All group members must be involved in order for the group to complete the task. In order for this to occur each member must have a task that they are responsible for which cannot be completed by any other group member.

Ø  Cooperative Learning Techniques

Cooperative learning techniques can be loosely categorized by the skill that each enhances (Barkley, Cross and Major, 2005), although it is important to recognize that many cooperative learning exercises can be developed to fit within multiple categories. Categories include: discussion, reciprocal teaching, graphic organizers, writing and problem solving. Each category includes a number of potential structures to guide the development of a cooperative learning exercise. For example, the category of problem-solving helps to develop strategic and analytical skills and includes exercises such as the send-a-problem, three-stay one-stray, structured problem solving, and analytical teams.

Ø  Advantage and Disadvantage

Advantages

Disadvantages

It has been shown to have a positive effect on student learning when compared to individual or competitive conditions It has the potential to produce a level of engagement that other forms of learning cannot Students may explain things better to another student than a teacher to a class. Students learn how to teach one another and explain material in their own words Questions are more likely to be asked and answered in a group setting Positive interdependency is achieved as individuals feel that they cannot succeed unless everyone in their group succeeds Interpersonal and collaboration skills can be learned in a cooperative learning activity Cooperative learning has the potential to meet more learning style needs more of the time than individualized direct instruction Sends the symbolic message that the class is egalitarian and classless Higher ability students are in a position to be experts, leaders, models and teachers; lower ability students get the benefits of having higher ability students in their group.

A burden is making the students responsible for each other’s learning apart from themselves One study showed that in groups of mixed ability, low-achieving students become passive and do not focus on the task Depending on an individual’s motivation and interest on a particular subject that will determine how well they would learn The goal of scaffolding is for students to become independent and able to think by themselves, without the help of others High stakes create increased chances for conflict and therefore need for conflict resolution skills It is difficult for the teacher to be sure that the groups are discussing the academic content rather than something else. Higher ability students may not experience the stimulation or challenge that they would with other higher ability students. Lower ability students may feel perpetually in need of help rather than experiencing the role of leader or expert relative to the others in their group