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    Cooperative Learning 4 Group

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    Muhammad Beni Saputra
    This document discusses cooperative learning, which involves students working in small teams to help each other understand a subject. Each member is responsible for their own learning and helping their teammates learn. Research shows cooperative learning promotes academic achievement, increases retention, enhances satisfaction, and helps develop communication and social skills. For cooperative learning to be effective, it requires positive interdependence among team members, face-to-face interaction, individual and group accountability, interpersonal skills, and group processing of effectiveness. Several examples of classroom activities that use cooperative learning principles are described, including jigsaw, think-pair-share, and numbered heads together.

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    Cooperative Learning 4 Group

    Uploaded by

    Muhammad Beni Saputra
    40 views8 pages
    This document discusses cooperative learning, which involves students working in small teams to help each other understand a subject. Each member is responsible for their own learning and helping their teammates learn. Research shows cooperative learning promotes academic achievement, increases retention, enhances satisfaction, and helps develop communication and social skills. For cooperative learning to be effective, it requires positive interdependence among team members, face-to-face interaction, individual and group accountability, interpersonal skills, and group processing of effectiveness. Several examples of classroom activities that use cooperative learning principles are described, including jigsaw, think-pair-share, and numbered heads together.

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    Cooperative Learnin1

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    This document discusses cooperative learning, which involves students working in small teams to help each other understand a subject. Each member is responsible for their own learning and helping their teammates learn. Research shows cooperative learning promotes academic achievement, increases retention, enhances satisfaction, and helps develop communication and social skills. For cooperative learning to be effective, it requires positive interdependence among team members, face-to-face interaction, individual and group accountability, interpersonal skills, and group processing of effectiveness. Several examples of classroom activities that use cooperative learning principles are described, including jigsaw, think-pair-share, and numbered heads together.

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    40 views8 pages

    Cooperative Learning 4 Group

    Uploaded by

    Muhammad Beni Saputra
    This document discusses cooperative learning, which involves students working in small teams to help each other understand a subject. Each member is responsible for their own learning and helping their teammates learn. Research shows cooperative learning promotes academic achievement, increases retention, enhances satisfaction, and helps develop communication and social skills. For cooperative learning to be effective, it requires positive interdependence among team members, face-to-face interaction, individual and group accountability, interpersonal skills, and group processing of effectiveness. Several examples of classroom activities that use cooperative learning principles are described, including jigsaw, think-pair-share, and numbered heads together.

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    Cooperative Learning 4th Group

    COOPERATIVE LEARNING

    Cooperative learning is a successful teaching strategy in which small teams, each with
    students of different levels of ability, use a variety of learning activities to improve their
    understanding of a subject. 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 through the assignment until all group members successfully understand and
    complete it. 

    Cooperative efforts result in participants striving for mutual benefit so that all group
    members:

     gain from each other's efforts. (Your success benefits me and my success benefits
    you.)
     recognize that all group members share a common fate. (We all sink or swim together
    here.)
     know that one's performance is mutually caused by oneself and one's team members.
    (We can not do it without you.)
     feel proud and jointly celebrate when a group member is recognized for achievement.
    (We all congratulate you on your accomplishment!).

    Why use Cooperative Learning?

    Research has shown that cooperative learning techniques:

     promote student learning and academic achievement


     increase student retention
     enhance student satisfaction with their learning experience
     help students develop skills in oral communication
     develop students' social skills
     promote student self-esteem
     help to promote positive race relations

    1
    Cooperative Learning 4th Group

    5 Elements of Cooperative Learning

    It is only under certain conditions that cooperative efforts may be expected to be more
    productive than competitive and individualistic efforts. Those conditions are:

    1. Positive Interdependence  
    (sink or swim together)

     Each group member's efforts are


    required and indispensable for
    group success
     Each group member has a unique
    contribution to make to the joint
    effort because of his or her
    resources and/or role and task
    responsibilities

     
    2. Face-to-Face Interaction  
    (promote each other's success)

     Orally explaining how to solve


    problems
     Teaching one's knowledge to other
     Checking for understanding
     Discussing concepts being learned
     Connecting present with past
    learning

    2
    Cooperative Learning 4th Group

    3. Individual 
    &
    Group Accountability
    ( no hitchhiking! no social loafing)

     Keeping the size of the group


    small. The smaller the size of the
    group, the greater the individual
    accountability may be.
     Giving an individual test to each
    student.
     Randomly examining students
    orally by calling on one student to
    present his or her group's work to
    the teacher (in the presence of the
    group) or to the entire class.
     Observing each group and
    recording the frequency with
    which each member-contributes to
    the group's work.
     Assigning one student in each
    group the role of checker. The
    checker asks other group members
    to explain the reasoning and
    rationale underlying group
    answers.
     Having students teach what they
    learned to someone else.

     
    4. Interpersonal &
    Small-Group Skills

     Social skills must be taught:


    o Leadership
    o Decision-making
    o Trust-building
    o Communication
    o Conflict-management skills

    3
    Cooperative Learning 4th Group

    5. Group Processing

     Group members discuss how well


    they are achieving their goals and
    maintaining effective working
    relationships
     Describe what member actions are
    helpful and not helpful
     Make decisions about what
    behaviors to continue or change

     
     

    Class Activities that use Cooperative Learning1

    1. Jigsaw - Groups with five students are set up. Each group member is assigned
    some unique material to learn and then to teach to his group members. To help in the
    learning students across the class working on the same sub-section get together to
    decide what is important and how to teach it. After practice in these "expert" groups
    the original groups reform and students teach each other. (Wood, p. 17) Tests or
    assessment follows.

    2. Think-Pair-Share - Involves a three step cooperative structure. During the first


    step individuals think silently about a question posed by the instructor. Individuals
    pair up during the second step and exchange thoughts. In the third step, the pairs
    share their responses with other pairs, other teams, or the entire group.
    1
    Most of these structures are developed by Dr. Spencer Kagan and his associates at Kagan Publishing and
    Professional Development. For resources and professional development information on Kagan Structures, please
    visit: www.KaganOnline.com

    4
    Cooperative Learning 4th Group

     
    3. Three-Step Interview (Kagan) - Each member of a team chooses another
    member to be a partner. During the first step individuals interview their partners by
    asking clarifying questions. During the second step partners reverse the roles. For the
    final step, members share their partner's response with the team.

    4. RoundRobin Brainstorming (Kagan)- Class is divided into small groups (4 to 6)


    with one person appointed as the recorder. A question is posed with many answers
    and students are given time to think about answers. After the "think time," members
    of the team share responses with one another round robin style. The recorder writes
    down the answers of the group members. The person next to the recorder starts and
    each person in the group in order gives an answer until time is called.

    5. Three-minute review - Teachers stop any time during a lecture or discussion and
    give teams three minutes to review what has been said, ask clarifying questions or
    answer questions.
     

    6. Numbered Heads Together (Kagan) - A team of four is established. Each


    member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups
    work together to answer the question so that all can verbally answer the question.
    Teacher calls out a number (two) and each two is asked to give the answer.

    5
    Cooperative Learning 4th Group

    7. Team Pair Solo (Kagan)- Students do problems first as a team, then with a
    partner, and finally on their own. It is designed to motivate students to tackle and
    succeed at problems which initially are beyond their ability. It is based on a simple
    notion of mediated learning. Students can do more things with help (mediation) than
    they can do alone. By allowing them to work on problems they could not do alone,
    first as a team and then with a partner, they progress to a point they can do alone that
    which at first they could do only with help.

    8. Circle the Sage (Kagan)- First the teacher polls the class to see which students
    have a special knowledge to share. For example the teacher may ask who in the class
    was able to solve a difficult math homework question, who had visited Mexico, who
    knows the chemical reactions involved in how salting the streets help dissipate snow.
    Those students (the sages) stand and spread out in the room. The teacher then has the
    rest of the classmates each surround a sage, with no two members of the same team
    going to the same sage. The sage explains what they know while the classmates
    listen, ask questions, and take notes. All students then return to their teams. Each in
    turn, explains what they learned. Because each one has gone to a different sage, they
    compare notes. If there is disagreement, they stand up as a team. Finally, the
    disagreements are aired and resolved.
     

    9. Partners (Kagan) - The class is divided into teams of four. Partners move to one
    side of the room. Half of each team is given an assignment to master to be able to
    teach the other half. Partners work to learn and can consult with other partners

    6
    Cooperative Learning 4th Group

    7
    Cooperative Learning 4th Group

    Credits:

    David and Roger Johnson. "Cooperative Learning." [Online] 15 October 2001.


    <http://www.clcrc.com/pages/cl.html>.

    David and Roger Johnson. "An Overview of Cooperative Learning." [Online] 15 October
    2001. <http://www.clcrc.com/pages/overviewpaper.html>.

    Howard Community College's Teaching Resources. "Ideas on Cooperative Learning and the
    use of Small Groups." [Online] 15 October 2001.
    <http://www.howardcc.edu/profdev/resources/learning/groups1.htm>.

    Kagan, S. Kagan Structures for Emotional Intelligence. Kagan Online Magazine. 2001, 4(4).
    http://www.kaganonline.com/Newsletter/index.html

    Reference

    Kagan, Spencer. Cooperative Learning. San Clemente, CA: Kagan Publishing, 1994.
    www.KaganOnline.com

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