What is Cooperative Learning? |
How is it Beneficial? |
Cooperative learning (also known as small-group learning) is where a group of students work together on a task. Each student has different levels of ability, which is why the outcomes of the groups are always unique (Balkcom, 1992). The task can vary on anything the teacher decides on. Some cases each group member is individually accountable for part of the talk ("Cooperative Learning", 2015). In others they all work cooperatively without assigned specific roles. It changes student's and teachers' roles in classroom where it is no longer just the teachers responsibility. The authority of setting goals, assessing learning, and facilitating the learning is both in the hands of the teachers and all of the students ("Cooperative Learning", 2015).
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Cooperative learning gives them opportunities to participate in their learning, questions and challenge one another, share and discuss their own thoughts and ideas, and comprehend their learning. It also improves their academic learning ("Cooperative Learning", 2015). Cooperative learning focuses on students engaging in thoughtful discourse and examine different perspectives (Balkcom, 1992). Healthier relationships with peers, more metacognitive, and psychological health and self-esteem are known to develop deeper through this strategy. It also is relatively easy to implement for all learning types and is inexpensive (Balkcom, 1992).
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This video goes more in depth of what cooperative learning is. The speaker describes what it is for, why it is used, and how it is used. He also describes the steps for cooperative learning. He goes even further to provide other games and activities that go along with this reading strategy.
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5 Basic Elements that allows successful small-group learning: (Felder & Brent) |
Examples of How Students can work Cooperatively to learn more about a narrative work of Literature |
1. Positive Interdependence: Students feel responsible for their own and the group's effort
2. Face-to-Face Interaction: Students encourage and support one another; the environment encourages discussion and eye contact. 3. Individual and Group Accountability: Each student is responsible for doing their part; the group is accountable for meeting its goal. 4. Group Behaviors: Group members gain direct instruction in the interpersonal, social, and collaborative skills needed to work with others occurs. 5. Group Processing: Group members analyze their own and the group's ability to work together (Felder & Brent). |
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Possible Student Roles
Organizer- provides the group with overall process structure ("Cooperative Learning", 2015).
Recorder- writes down important information ("Cooperative Learning", 2015).
Checker- makes sure all team members understand the concepts and conclusions ("Cooperative Learning", 2015).
Questioner- generates questions and involves all students ("Cooperative Learning", 2015).
Assessor- evaluates the progress of each work session ("Cooperative Learning", 2015).
Encourager- models and reinforces appropriate social skills ("Cooperative Learning", 2015).
Summarizer- restates the teams' conclusions or answers ("Cooperative Learning", 2015).
Spokesperson- represents the group and presents the work to class
Timekeeper- keeps group on task and on time ("Cooperative Learning", 2015).
Team facilitator- moderates discussions, keeps team on schedule, ensures work is complete, and makes sure all have opportunity to participate and learn ("Cooperative Learning", 2015).
Elaborator- relates the discussion with prior concepts and knowledge
Research runner- gets needed materials and is the liaison between teams and the instructor ("Cooperative Learning", 2015).
Recorder- writes down important information ("Cooperative Learning", 2015).
Checker- makes sure all team members understand the concepts and conclusions ("Cooperative Learning", 2015).
Questioner- generates questions and involves all students ("Cooperative Learning", 2015).
Assessor- evaluates the progress of each work session ("Cooperative Learning", 2015).
Encourager- models and reinforces appropriate social skills ("Cooperative Learning", 2015).
Summarizer- restates the teams' conclusions or answers ("Cooperative Learning", 2015).
Spokesperson- represents the group and presents the work to class
Timekeeper- keeps group on task and on time ("Cooperative Learning", 2015).
Team facilitator- moderates discussions, keeps team on schedule, ensures work is complete, and makes sure all have opportunity to participate and learn ("Cooperative Learning", 2015).
Elaborator- relates the discussion with prior concepts and knowledge
Research runner- gets needed materials and is the liaison between teams and the instructor ("Cooperative Learning", 2015).
The link provided below is to a video that explains the cooperative learning strategy. The video also states old traditional methods that we do not use any more and why. It then gives examples of activities that a teacher can use for lessons with this strategy.
https://www.youtube.com/watch?v=OjrPF8hWb8s
https://www.youtube.com/watch?v=OjrPF8hWb8s
Writing Standard
This strategy can be used during the writing process to brainstorm topics, to pre-write, and during review conferences. Students, in groups, can write about how to make a model or drawing, exchange what they have written with another group, and collaborate to make a model or drawing ("Cooperative Learning", 2015).
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CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |