Is Cooperative Learning Cooperative

Cooperative learning involves students in working together with peers to learn, to develop learning skills and to enjoy the learning process. This paper examines ten areas in which the author believes he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students to form heterogeneous groups; (3) monitoring groups as they cooperate and encouraging groups to rely on themselves; (4) creating tasks that the groups find challenging, but not too challenging; (5) encouraging group members to do their fair share in their groups; (6) facilitating a feeling of positive interdependence among group members; (7) being willing to try new ideas in their implementation of cooperative learning; (8) learning from their experiences in using cooperative learning; (9) looking for opportunities to share with colleagues about their use of cooperative learning; (10) being cooperative in their lives outside the classroom.

2016

Cooperative learning involves students in working together with peers to learn, to develop learn-ing skills and to enjoy the learning process. This paper examines ten areas in which the author be-lieves he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students to form heterogeneous groups; (3) monitoring groups as they cooperate and encouraging groups to rely on themselves; (4) creating tasks that the groups find challenging, but not too challenging; (5) encouraging group members to do their fair share in their groups; (6) facilitating a feeling of positive interdependence among group members; (7) being willing to try new ideas in their implementation of cooperative learning; (8) learning from their ex-periences in using cooperative learning; (9) looking for opportunities to share with colleagues about their use of cooperative learning; (10) being cooperative in their lives outside the classroom

Academia Letters, 2021

This paper justifies the importance of building cooperative learning skills and attitudes in learners throughout the course of teaching and learning process. Cooperative learning is not just a word that can be explained by one sentence. Many scholars have different definitions for this concept. According to The active classroom (n.d.) defined cooperative learning as a student-centered and instructor-facilitated instructional strategy in which a small group of students is responsible for its own learning and the learning of all group members. However, Kagan (1989) as cited in The active classroom (n.d.), adds to say that in cooperative learning a teacher designs social interaction structures as well as learning activities. The main role of this is to allow students to interact with each other in order to achieve a common-related goal. It is required that a teacher should arrange the students into smaller groups so that they can be able to discuss various topics and activities that would eventually prepare and enable them to solve problems that exist in their life experiences. Nevertheless, many teachers regard themselves using cooperative learning while they use group work, Boo et al. 2001 (as cited in Roy 2009). Johnson et al. (1994) expresses that many teachers who believed that they are using cooperative learning are mostly to miss the nature of the concept of cooperative learning. Roy (2009) quoted basic differences of cooperative learning with that of group work, out of the nine that was introduced by Johnson et al. (1994). Focusing on those differences mentioned by Roy (2009), Johnson et al. (1994) stated that, Five basic elements of cooperative learning 1. Cooperative learning is based on positive interdependence between group members where goals of the group are structured and meant to instill a mentality that all members

Cooperative learning is based on constructivist philosophy. It gives the scope to the learner to learn in a group to achieve a common goal. Cooperative learning is especially based on the theory of social constructivism; therefore, it stresses the construction of knowledge through peer interaction in the classroom. This paper explains cooperative learning and what are the main characteristics of cooperative learning. This paper also focuses on why cooperative learning is important for classroom teaching and some methods used under the umbrella of cooperative learning. This paper also discusses how teachers can implement cooperative learning in the classroom.

1998

This chapter is divided into four sections: What cooperative learning is; research; models of cooperative learning; and conclusion. Cooperative learning is defined as a group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups, in which each learner is held accountable for his or her own learning, and is motivated to increase the learning of others. Each of the several key elements of cooperative education is discussed, including: positive interdependence (which includes positive goal, resource, reward, identity, role, and outside enemy interdependence); team formation; accountability; social skills; structures and structuring; distributed leadership; group autonomy; group processing; and face-to-face interaction. The research section provides a brief overview of the research comparing and contrasting cooperative learning methods with competitive and individualistic learning, concluding that cooperative learning yielded superior outcomes. The five most common models of cooperative learning (the structural approach; group investigation; student team investigation; curriculum packages; learning together) are then briefly described. Teachers can choose one of the models described but may be better off adopting and adapting parts of several models to create their own model of cooperative learning that best fits their teaching style and situation. (Contains 23 references.) (KFT) Reproductions supplied by EDRS are the best that can be made from the original document.

1989

This monograph offers some basic information for putting cooperctive learning into practice. Eight popular cooperative learning approaches are first outlined. The approaches vary along two dimensions: how tasks are assigned and divided among students, and what counts toward team scores and rewards. Certain approaches have all students working on the same task, while others divide tasks among team members. Some give group rewards based on the total of individual team members' achievement, while others either do not give group rewards, or they reward croups a: a whole based on something other than individual performance. A description is given of the different ways these models structure student tasks, accountability, and rewards. As an aid to determining which approaches are best suited to particular instructional purposes, four cooperative learning goals are described: (1) to improve relations among groups; (2) to help the academically handicapped; (3) to increase self-esteem; and (4) to foster positive feelings about learning and school. Practical suggestions on using cooperative learning are offered as well as resources for further study. (JD) Reproductions supplied by EDRS are the best that can be made * from the original document.

2007

Teaching and teacher …, 2002

In this study, the implementation effects of a course on cooperative learning for student teachers are described. The course was conducted at two different teacher education colleges in The Netherlands. Based on pre-and post-course observations, a significant treatment effect was found for four of the five basic elements regarded as essential for a lesson activity to be cooperative: positive interdependence, face-to-face interaction, social skills and group processing. In addition, the course had a positive effect on the engagement rates of the pupils of student teachers in the treatment condition. The majority of the student teachers subscribed to cooperative learning to achieve both academic and social goals and also showed a readiness to use cooperative learning methods in their future lessons. The pupils taught by the treatment student teachers also showed positive attitudes towards working in groups and rated the benefits of working in groups relative to working alone quite positively. r

Educational Leadership, 1987

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018), 2019

Popularly known as a core of cooperative learning, group work is frequently applied in classroom. However, some researches revealed that collaborative atmosphere was hardly found in the groupwork. The available researches mainly discussed the students' perspective through questionnaires and only a few tried to picture the students' beliefs from group discussion. Therefore, the current study investigated the students' attitudes towards group work by asking them to share their experiences while working in the group. and figured out how such attitudes influenced their interaction with the other members in the group. The empirical data were obtained from questionnaires, group discussion and discourse analysis. The participants of the research were 51 sophomores who got involved in filling in a questionnaire and some of them were taken to join FGD in which they voluntarily express their opinions regarding group work. In addition, the study also managed to record student's interaction in groups. The data showed that the students' interactions in the group work did not go as cooperative learning suggested. The five elements of cooperative learning hardly found in the group. Most students in the group relied on one person to do the whole task assigned. As the result, some of them think that group work was a waste of time. This finding suggested that the group work would fail to promote cooperative learning if interdependence and individual accountability were not enforced. Therefore, acting as a facilitator, the teacher is supposed to find the way to cater the interdepended and fortify the sense of collaboration among students.