Cooperative Learning

Complied by: ANGELICA T. ORDINEZA

Cooperative Learning
 Cooperative Learning, sometimes called small-group learning, is an instructional strategy
in which small groups of students work together on a common task. The task can be as
simple as solving a multi-step math problem together, or as complex as developing a
design for a new kind of school. In some cases, each group member is individually
accountable for part of the task; in other cases, group members work together without
formal role assignments.
 According to David Johnson and Roger Johnson (1999), there are five basic elements that
allow successful small-group learning:
 Positive interdependence: Students feel responsible for their own and the group's effort.
 Face-to-face interaction: Students encourage and support one another; the environment
encourages discussion and eye contact.
 Individual and group accountability: Each student is responsible for doing their part; the
group is accountable for meeting its goal.
 Group behaviors: Group members gain direct instruction in the interpersonal, social, and
collaborative skills needed to work with others occurs.
 Group processing: Group members analyze their own and the group's ability to work
together.
Cooperative Learning

 Cooperative learning changes students' and teachers' roles in classrooms. The

ownership of teaching and learning is shared by groups of students, and is no
longer the sole responsibility of the teacher. The authority of setting goals,
assessing learning, and facilitating learning is shared by all. Students have
more opportunities to actively participate in their learning, question and
challenge each other, share and discuss their ideas, and internalize their
learning. Along with improving academic learning, cooperative learning helps
students engage in thoughtful discourse and examine different perspectives,
and it has been proven to increase students' self-esteem, motivation, and
empathy.
 Some challenges of using cooperative learning include releasing the control of
learning, managing noise levels, resolving conflicts, and assessing student
learning. Carefully structured activities can help students learn the skills to
work together successfully, and structured discussion and reflection on group
process can help avoid some problems.
Cooperative Learning Strategies
 Cooperative Learning has been proven to be effective for all types of students,
including academically gifted, mainstream students and English language learners
(ELLs) because it promotes learning and fosters respect and friendships among
diverse groups of students.
 Students typically work in teams of four. This way, they can break into pairs for
some activities, and then get back together in teams very quickly for others. It is
important, however, to establish classroom norms and protocols that guide
students to:
 Contribute
 Stay on task
 Help each other
 Encourage each other
 Share
 Solve problems
 Give and accept feedback from peers
1.Round Robin
 Present a category (such as "Names of Mammals") for discussion. Have
students take turns going around the group and naming items that fit the
category. (Kagan, 2009)
2.Roundtable
 Present a category (such as words that begin with "b"). Have students take
turns writing one word at a time. (Kagan, 2009)
3.Writearound
 For creative writing or summarization, give a sentence starter. Ask all
students in each team to finish that sentence. Then, they pass their paper to
the right, read the one they received, and add a sentence to that one. After a
few rounds, four great stories or summaries emerge. Give children time to
add a conclusion and/or edit their favorite one to share with the class.
4.Numbered Heads Together
 Ask students to number off in their teams from one to four. Announce a question
and a time limit. Students put their heads together to come up with an answer. Call
a number and ask all students with that number to stand and answer the question.
Recognize correct responses and elaborate through rich discussions. (Kagan, 2009)
5.Team Jigsaw
 Assign each student in a team one fourth of a page to read from any text (for
example, a social studies text), or one fourth of a topic to investigate or memorize.
Each student completes his or her assignment and then teaches the others or helps
to put together a team product by contributing a piece of the puzzle.
6.Tea Party
 Students form two concentric circles or two lines facing each other. You ask a
question (on any content) and students discuss the answer with the student facing
them. After one minute, the outside circle or one line moves to the right so that
students have new partners. Then pose a second question for them to discuss.
Continue with five or more questions. For a little variation, students can write
questions on cards to review for a test through this "Tea Party" method.
Project method
 Project method is one of the modern method of teaching in which, the
students point of view is given importance in designing the curricula and
content of studies. This method is based on the philosophy of Pragmatism and
the principle of ‘Learning by doing’. In this strategy pupils perform
constructive activities in natural condition. A project is a list of real life that
has been imparted into the school. It demands work from the pupils.
 According to W.H. Kilpatrick, “A project is a wholehearted purposeful activity
proceeding in a social environment”.
 According to Ballord, “A project is a bit of real life that has been imparted
into school.”
 According to Thomas & Long, “It is a voluntary undertaking which involves
constructive effort or thought and eventuates into objective results”.
CHARACTERISTICS OF PROJECT METHOD
 It takes the student beyond the walls of the class room. It is carried out in a
natural setting, thus making learning realistic and experiential.
 It encourages investigative learning and solution of practical problems.
 It is focused on the student as it enlists his/her active involvement in the task set.
 It encourages the spirit of scientific enquiry as it involves validation of hypotheses
based on evidence gathered from the field through investigation.
 It promotes a better knowledge of the practical aspects of knowledge gained from
books.
 It enhances the student’s social skills, as it requires interaction with the social
environment.
Teacher plays a facilitative role rather than the role of an expert. It allows the
students a great degree of freedom to choose from among the options given to them;
hence it provides a psychological boost. It encourages the spirit of research in the
student.
TYPES OF PROJECT
Individual and Social projects
 In individual project every students problem in their own according interest,
capacity, attitude and needs.
Simple and Complex project
 In the simple projects the students are completing only one work at a time. It
gives the deep information about the project in a one angle. The students get
deeper and broader knowledge about the problem.
 In the complex project the students are carried out more than one work at a
time. They are focuses on the work in various subject and angles. Here the
students get the knowledge about the work in various activities and
dimensions.
 According to Kilpatrick there are four types of projects:
1.Constructive project
 Practical or physical tasks such as construction of article, making a model,
digging the well and playing drama are done in this type of projects.
2.Aesthetic project
 Appreciation powers of the students are developed in this type of project
through the musical programmes, beautification of something, appreciation
of poems and so on.
3.Problematic project
 In this type of project develops the problem solving capacity of the students
through their experiences. It is based on the cognitive domain.
4. Drill project
 It is for the mastery of the skill and knowledge of the students. It increases
the work efficacy and capacity of the students.
STEPS OF A PROJECT METHOD

1.Creating Situation
 In the first step teacher creates the proper situation to the students in the
class. He puts up the knowledge about the project method procedure, steps,
and uses to the students. A project should arise out of a need felt by students
and it should never be forced on them. It should be purposeful and
significant.
2. Selection of the problem
 The teacher helps the students to select the problem and guide them.
Students are having freedom to choose the topic or problem based on their
interest and ability. Teacher should only tempt the students for a particular
project by providing a situation but the proposal for the project should finally
come from students.
3. Planning
 The teacher discuss with the students about the problem in various
angles and points. After the free expression of the students’ opinion
about the problem, the teacher writes down the whole programme of
action stepwise on the blackboard. In the process of planning teacher
has to act only as a guide and should give suggestions at times but
actual planning be left to the students.
4. Execution
 The students are stating their work in this step. They are collecting the
relevant information and materials at first. The teacher should give the
time and right to the students according to their own speed, interest
and ability. During this step the teacher should carefully supervise the
pupils in manipulative skills to prevent waste of materials and to guard
accidents. Teacher should constantly check up the relation between
the chalked out plans and the developing project.
5. Evaluation
 Evaluation of the project should be done both by the pupils and the teachers.
Here the students evaluating their task. They determine whether the objects
are achieved or not. After that they criticize and express their feeling about
the task freely. The evaluation of the project has to be done in the light of
plans, difficulties in the execution and achieved results.
6. Reporting and Recording
 It is the last step of the project method in which each and every step of the
work are reported. The reported things are recorded in a certain order in a
book form. It should include the proposal, plan and its discussion, duties
allotted to different students and how far they were carried out by them. It
should also include the details of places visited and surveyed guidance for
future and all other possible details. The book formatted report is submitted
to the teacher at the end.
ROLE OF THE TEACHER
 In project method of teaching the role of a teacher is that of a guide, friend and
philosopher.
 The teacher is not a dictator or a commander but a friend, guide and a working
partner.
 He encourages his students to work collectively, and co-operatively.
 He also helps his students to avoid mistakes.
 He makes it a point that each member of the group contributed something to
the completion of the project.
 If the students face failure during execution of some steps of the project the
teacher should not execute any portion of the project but should suggest them
some better methods of techniques that may be used by them next time for the
success of the project.
 He should help the students in developing the character and personality by
allowing them to accept the responsibilities and discharge them efficiently.
 He should provide democratic atmosphere in the class so that the pupils can
express themselves fully without any fear of the teacher.
 He should be alert and active all the time to see that the project is running in
its right lines.
 He should have a thorough knowledge of individual children so as to allot
them work accordingly.
 He should have initiative, tact and zest for learning.
 Teacher should always remain alert and active during execution step and see
that the project goes to completion successfully.
 During execution of the project teacher should maintain a democratic
atmosphere.
 Teacher must be well – read and well-informed so that he can help the
students to the successful completion of the project.
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