Cooperative

Learning
Report by: Via Mae
Malanao
What is Cooperative
Learning?
Cooperative learning is an instructional strategy where
learners work together in small groups to achieve a shared
learning goal. It emphasizes collaboration over individual
work or passive learning from a teacher.
The approach is based on the idea that students can achieve
more by working together, regardless of their age or ability.
This strategy is widely studied and valued for its
effectiveness and versatility in achieving various learning
outcomes. (Killen, 2009)
Some teachers believe they are
using cooperative learning
when students work in groups,
but Johnson et al. (1993) argue
that most group work does not
qualify as cooperative learning.
Slavin (1983, 1995) and Johnson & Johnson
(1989, 1994) laid the foundation for
cooperative learning. They identified two
key components of all cooperative learning
methods: a cooperative task (common in
most group work) and a cooperative
incentive structure (unique to cooperative
learning).
Johnson and Johnson (1994) identified five key
elements that must be present for small group work to
be considered cooperative. These elements are
outlined in Killen (2009).
Five Elements

1. Positive Interdependence
2. Ongoing , Direct Interaction
3. Individual Accountability
4.Appropriate Interpersonal Skills
5.Reflective Learners
Possitive
Interdependence
- means that students must work
together as a coordinated group to
reach specific learning goals. Each
student is responsible for the
success of the other members. The
success of one depends on the
success of others.
Ongoing, Direct
Interaction
- means that students actively help each other to
learn. They must discuss the task, decide on an
approach, exchange ideas, and explain how the
group can achieve the learning goals. It’s not
enough to just delegate tasks; every member
should be aware of the group's progress.
Example:
In a group science experiment,
students collaborate by planning,
discussing methods, assigning tasks,
and regularly communicating to
ensure everyone understands the
procedure and results. They adjust
their approaches as needed and stay
engaged with the overall progress of
the experiment.
Individual Accountability

- All the members are accountable for each

other's success or failure. They should all
work hard to ensure that each member of the
group performs the assigned tasks and
achieves the learning outcomes of the given
activity.
Appropriate
Interpersonal Skills

- means that each member must

develop skills like attentive listening,
asking questions to clarify ideas,
negotiating, and resolving differences
constructively. These skills make
interactions more meaningful and
productive.
Reflective Learner
- the participants become reflective
learners as they analyze the
outcomes they achieve and how
well the group functions.

Example:
After a group project, members discuss their
collaboration and whether they achieved the goals. They
reflect on what they could improve, like communication
or idea contribution, and use these insights to work
better together in future projects. This helps them grow
as learners and team members.
Why Does it
Work?
Cooperative learning works for three main reasons:
•It is clearly based on theory,
•It has been proven by various research works,
•And it has been operationalized into clear procedures that
educators can use.

According to research (Stahl, 1997) shows that students perform

better academically when they collaborate, and studies (Hattie,
2009) support the effectiveness of this approach.
According to Abrami and Chambers (1996),
student learning cannot happen if students
lack interest or reasons for learning. Killen
(2009) identifies three motives that drive
student engagement in cooperative learning:
outcome motives (rewards, recognition, and
goal achievement), means motives (intrinsic
interest, task novelty, and structure), and
interpersonal motives (peer support, helping
others, and the need to belong to a group).
Another important thing to consider in using
cooperative learning as a strategy is a good
atmosphere within each of the group. The members
should be comfortable working with one an another for
them to motivated to make the individual effort that is
necessary for group success ( Michaelson Jones &
Watson, 199 . The members are not just performers but
supporters of their groupmates. They exert extra effort
when they feel valued
Some Advantages of Cooperative
Learning
Cooperative learning offers numerous benefits and can be
applied across all subject areas and educational levels. It's
not necessary for teachers to use it constantly but should
be implemented when appropriate. This strategy
enhances various academic and social outcomes, such as
improved achievement, self-esteem, interpersonal
relationships, time management, and positive attitudes
toward school. These benefits are often achieved in the
present, rather than developing in isolation.
Some Advantages of Cooperative Learning

• Having the students work together results in more learning

than when the students work alone, competitively, or
individually ( Johnson & Johnson, 1986 ). The students will also
like schools better, will like one another better, and will learn
more effective social skills when cooperative learning is used
• It teaches students to be less reliant on the teacher and more
reliant on their own ability to think, to seek information from
other sources, and to learn from other students. They become
empowered to take greater responsibility for their own learning
and for the learning of others ( Drake & Mucci, 1993 ).
•Cooperative learning helps the students learn to respect
one another’s strengths and limitations and to accept
these differences. This is very important in culturally
diverse classrooms and in classrooms that include students
with disabilities.

•It helps the students understand that different points of

view need not be divisive but they can be a positive aspect
of developing an understanding of a subject.
•It can boost the students’ confidence and self-esteem because it
allows all the students (not just the high achievers) to experience
learning success.

•It can change the students’ views about learning. It helps them
to move from seeing learning as individual memorization of facts
to seeing it as a collective construction of understanding.

•It emphasizes democratic thought and practice as a desirable

way for people to interact (whatever the focus of their
interaction).
•It is appropriate to use when the students are engaged to
large problem-solving tasks and research projects in which
the task is heavy for one person and time is limited or
where more than one person is needed to manipulate
equipment, perform the experiment, collect, and analyze
data.
•It ensures that all are socially integrated into networks of
positive peer relationships. This help the students to
become skilled in constructive conflict resolution, and this
can reduce antisocial behavior like bullying ( Johnson et al.
2008 ).
The benefits of cooperative learning take time, typically
requiring four or more weeks for students to fully
develop positive outcomes. While most research focuses
on student benefits, some studies highlight advantages
for teachers. Garvie (1994) found that teachers who
used cooperative learning were more enthusiastic, and
Shacher and Shmuelevitz (1997) discovered that these
teachers felt more confident in helping slower learners
compared to teachers who did not use cooperative
learning.
Consequently, Killen (2009) suggested these
considerations when using cooperative learning

Use cooperative learning if :

•You want to encourage the learners to develop their social

skills while learning academic content.

•You want the students to use their prior knowledge as a

foundation for examining issues in depth.

•You want the students to explore issues from multiple

perspectives.
•You want the students to develop their
ability to learn collaboratively.

•The learning task is too big for individual

students to undertake.
Do not use cooperative
learning if :
•The students do not have the basic skills required for
collaboration and teamwork.

•The students lack the prior knowledge to guide their

collaborative learning.

•There is insufficient time for the students to

collaboratively investigate, discuss, and think about
the things you want them to learn.
Teacher’s Preparation
To effectively use cooperative learning, teachers must
create an environment that encourages teamwork, critical
thinking, and mutual support. According to Topping (2006),
the teacher’s role is to foster positive interdependence,
individual accountability, and the use of interpersonal skills.
It's important for the teacher to consider student motivation
and provide a clear learning process, as these factors
ensure students work well together.
The teacher needs to prepare the following ( Killen,
2009 ):
•Give the students guidance and practice in helping one
another to learn.
•Specify clearly what outcomes you want the learners
to achieve.
•Decide what contents (issues, problems, theories) the
students will focus on as they try to achieve the
outcomes
•Select what you think will be the most appropriate
form of cooperative learning to use.
•Prepare the materials.
•Decide how to form the groups.
•Explain to the students in detail how the cooperative
learning sessions will operate, what you expect from them,
how you will assist them, and how they will be assessed.
•Develop a system of recognizing and rewarding the
learning of individual students as well as the achievement
of the groups.
•Prepare appropriate assessment instruments so that the
students will be able to demonstrate their mastery and
retention of academic content and skills after the
cooperative groups have completed their work.
•Develop a system for keeping records of the group and
individual achievements of the students and for publicly
acknowledging the achievements of the group.
•Plan a period of reflection so that after the groups have
completed their tasks and receive their feedback, the
students can analyze their achievements and their group
process.
Implementing Cooperative
Learning

The teacher is expected to plan, manage, and monitor the learning

environment so that the students can maximize learning together as
a team.

After doing the suggested steps for preparation, the teacher can
proceed with the following (Killen, 2009)
•Assign the students in groups. It makes the students
more alert to the instructions to be given to them.
•Explain clearly the outcomes that the students are to
achieve and provide clear directions about the academic
tasks that each group will undertake.
•Explain how the learning of individual students will
undertake.
•Remind the students of your expectations from them
(particularly in relation to helping one another to learn)
and of the cooperative goal structure (the rewards for
learning).
•Provide the students with resources if necessary.
• Remind the students how long they have for the
cooperative learning and get them started.
• Move around, visit each group to provide
assistance, and monitor the activities, and learning
of the students to make notes of matters that will
need to be deal with once the group activities have
finished.
•Bring the lesson to a logical conclusion.
•Evaluate the students achievement and help
them assess how well they collaborated with one
another.
Sample Lesson Plan

Topic: Weather Patterns in the Philippines

Grade Level: Grade 6
Learning Competencies
The learners should be able to:
1.describe the different seasons in the Philippines
and
2.discuss appropriate activities for specific seasons of
the Philippines.
ENGAGE
Ask the students about the prior knowledge/experience of
different seasons in the Philippines.
EXPLORE
Show a video clip or a news coverage about a recent
typhoon. Instruct the students to list down their
observation.
EXPLAIN
Discuss the different seasons in the Philippines and
appropriate activities for the seasons. Show video clips.
ELABORATE
Divide the class in groups of 5-6 members. Ask them to
collaboratively develop a proposal on mitigating damages
brought about by typhoons across different areas of the country
as if they are policymakers, lawmakers, administrators, or
leaders. They should be able to consider different aspects such
as safety. Livelihood, and health of the citizens.
EVALUATE
Give each group at least 5 minutes to share their proposal in
class. Use a rubric to assess the students. Give your comments
and suggestions regarding their output.
Thank
You