Cooperative Learning Definition

Cooperative Learning Definition
Have you ever participated in a group project or on a committee to achieve some task? If so, you probably
shared some knowledge with others in the group, and you may have learned something from others, as well.
This is the essence of a cooperative learning group in a classroom.
Cooperative learning is an organized and structured way to use small groups to enhance student learning and
interdependence. Students are given a task, better known as an assignment, and they work together to
accomplish this task. Each individual has responsibilities and is held accountable for aiding in the completion of
the assignment; therefore, success is dependent on the work of everyone in the group.
In addition to learning from each other, students also learn how to work as part of a team and have others
depend on them.

Benefits in the Classroom
There are many benefits that can result from using cooperative learning strategies. Here are benefits you might
notice after implementing cooperative learning tasks in your classroom:
1.

Cooperative learning is fun, so students enjoy it and are more motivated.

2.

Cooperative learning is interactive, so students are engaged, active participants in the learning.

3.

Cooperative learning allows discussion and critical thinking, so students learn more and remember
what they've learned for a longer period of time.

4.

Cooperative learning requires students to learn to work together, which is an important skill for their
futures.

How to Group Students
Cooperative learning takes some time to get used to for both the instructor and students. It may take several
tries and the willingness to make adjustments before you are comfortable with this approach to teaching and
learning. Let's explore a few techniques for organizing groups.
Cooperative groups are generally comprised of a mix of students based on ability level. Additionally, diverse
groups are created based on the skill level of the students. For example, groups may be comprised of four to
five students, which include two or three average students, one below average student, and one student who is
above average.
In most cases, students should not form their own groups or have the option of changing groups. Once groups
have been assigned, you may want to set your classroom up with desks grouped in sets of four or five. Groups
should change approximately every two months.
If possible, students should only work together with the same students once a year, but class size is a factor. To
ease assignment tasks, students can be numbered one, two, three, and four and keep the same number for all
assignments, or numbers can be drawn before each assignment. A simple number system can lessen
confusion and help determine student roles for any given task.

Developing Assignments
Now that we've explored how to group students, let's discuss strategies for developing assignments. For a class
discussion assignment that uses cooperative learning, you may try the think-pair-share approach. With this
approach, students are posed a question or problem that needs to be evaluated. First, the instructor gives time
for students to think about the question and write down a couple ideas or their thoughts on the topic. Next,
students are asked to turn to their group members in order to share and discuss the initial thoughts they had on
the question. Last might be a whole class discussion or reflection.
An example with a writing component might look like this: list two times you have used fractions outside math
class. Write your own ideas first. Once everyone in the group has written down their ideas, they can pass their
paper to the left or right and then discuss all the ideas. This assures that every student has a voice in the group
discussion.
For a specific group lab assignment that uses cooperative learning, tasks can be assigned by student number
in which each member becomes an 'expert' in their assigned task. This use of cooperative learning is often
referred to as the jigsaw approach. For example, in the lab assignment, you would assign a number to each
step in the process. For example, student one might prepare/gather the supplies. Student two might add
chemical one to the Petri dish. Student three adds chemical two to the Petri dish. Student four stirs the
chemicals.
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Educational Psychology: Tutoring Solution

9 chapters | 322 lessons
1 - History and Educational Aims: Tutoring Solution
2 - Developmental Psychology in Children and Adolescents:...
3 - Motivation in Learning: Tutoring Solution
4 - Assessments of Learning: Tutoring Solution
5 - Cognitive Perspective in Psychology: Tutoring Solution
6 - Behavioral Perspective in Psychology: Tutoring Solution
7 - Research Design and Analysis: Tutoring Solution
8 - Instructional Pedagogy: Tutoring Solution


Instructional Strategies: Hands-On, Interactive, Expository & Collaborative6:15



Direct Instruction & Discovery Instruction: Definition & Differences5:39



Differentiated Instruction: Adapting the Learning Environment for Students8:02



Bloom's Taxonomy and Assessments8:18



Expository Approaches to Instruction6:21



Advance Organizers in the Classroom: Teaching Strategies & Advantages5:47



Cooperative and Collaborative Learning in the Classroom10:20



Classroom Management Techniques10:37



Using Wait Time in the Classroom7:53



Collaborative Skills: Definition & Explanation



Content Domain: Definition & Explanation



Latent Function of Education: Definition & Examples3:25

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Activities for Integrating Math & Science in the Classroom

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Affective Education: Definition and Examples

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Applying the Cloze Procedure to Reading Passages

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April Celebrations for the Classroom

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Art Substitute Teacher Lesson Plans

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Assistive Technology in the Classroom: Types & Uses

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Backwards Planning Tips for Teachers

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Bell-Ringer Activities for English Teachers

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Bell-Ringer Activities for Social Studies

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Benefits of Collaboration in the Classroom

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Benefits of Parent Volunteers in the Classroom

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Benefits of Technology in the Classroom

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Brain-Based Teaching Strategies for the Digital Age

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Building Community in the Classroom: Ideas & Activities

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Building Community in the Classroom: Strategies and Activities

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Check for Understanding: Strategies and Activities

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Cinco De Mayo: Classroom Activities and Vocabulary

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Class Discussion Rubric

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Class Discussion Rubric Ideas for Teachers

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Class Discussion: Activities & Ideas6:06

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Collaborative Team Teaching Models & Strategies

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Community Helpers: Activities & Crafts

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Go toIndividual Differences in Children: Tutoring Solution

Find out what cooperative learning is and learn about its different elements. Examine how to apply cooperative
learning methods in the classroom. Read the lesson and test your new skills with a quiz.

Definition of Cooperative Learning?
Cooperative learning is a teaching method where students of mixed levels of ability are arranged into groups
and rewarded according to the group's success, rather than the success of an individual member. Cooperative
learning structures have been in and out of favor in American education since the early 1900s, when they were
introduced by the American education reformer John Dewey. Cooperative learning is sometimes thought of
simply as 'group work,' but groups of students working together might not be working collaboratively.

Elements of Cooperative Learning
Cooperative learning researchers David and Roger Johnson have identified five elements that define
cooperative learning:
Face-to-Face Interaction
Students are promoting each others' learning through face-to-face activities where they discuss and explain
assignment topics with each other.
Positive Interdependence

Students have the sense that they're 'in this together,' feeling that each member's individual effort will not only
help him, but the whole group. The grade of each student is dependent upon the effort of other group
members.
Individual Accountability
Each student is accountable for their own contribution to the group. Clearly described goals ensure that each
student knows what she is responsible for and what the group is responsible for.
Group Processing
Students are given a means for analyzing their group for how well the group has learned, and whether or not
collaborative skills are being used.
Collaborative Skills
Students learn not only the subject matter, but interpersonal skills and how to work in teams. Students are
taught skills of communication, leadership, and conflict management during the early stages of cooperative
learning sessions.

Cooperative Learning Methods
Before collaborative groups are formed, it's important to teach skills of collaboration. During the lesson, a
teacher should circulate around the classroom to make sure all students are participating in their individual
groups. Shy and introverted students might not find the cooperative process helpful and shouldn't be forced to
be in the group. Some techniques for cooperative learning are as follows:
Reciprocal Questioning
This method is used after a teacher has presented a lecture or lesson, and students work in groups of two or
three, where they ask and answer each others' questions about the material. Teachers provide prompts or
'stem' questions that help students develop lesson-specific questions, such as 'What would happen if...?' or
'What is the meaning of…?'
Jigsaw
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Educational Psychology: Homework Help Resource
9 chapters | 258 lessons
1 - History and Educational Aims: Homework Help
2 - Homework Help for Developmental Psychology of...
3 - Motivation in Learning: Homework Help
4 - Assessments of Learning: Homework Help
5 - Cognitive Perspective in Psychology: Homework Help
6 - Behavioral Perspective in Psychology: Homework Help
7 - Research Design and Analysis: Homework Help
8 - Instructional Pedagogy: Homework Help


Instructional Strategies: Hands-On, Interactive, Expository & Collaborative6:15



Direct Instruction & Discovery Instruction: Definition & Differences5:39



Differentiated Instruction: Adapting the Learning Environment for Students8:02



Bloom's Taxonomy and Assessments8:18



Expository Approaches to Instruction6:21



Advance Organizers in the Classroom: Teaching Strategies & Advantages5:47



Cooperative and Collaborative Learning in the Classroom10:20



Classroom Management Techniques10:37

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Using Wait Time in the Classroom7:53

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Academic Discourse: Definition & Examples5:30



Academic Language: Definition, Examples & Functions5:25

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Aronson's Jigsaw Classroom Experiment: Activity & Technique

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Associative Learning: Definition, Theory & Examples5:10

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Authentic Learning Activities: Examples & Concept5:33

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Blended Learning Strategies

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Characteristics of Learning Styles

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Classroom Technology Tools

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Cognitive Academic Language Learning Approach

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Cognitive Processes in Learning: Types, Definition & Examples7:20

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Computer Programming for Kids: Teaching Tips

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Computers in the Classroom: Benefits & Disadvantages5:17

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Cooperative Learning: Roles & Activities

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Cooperative Learning: Strategies & Techniques

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Creating a Safe Learning Environment

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Culturally Relevant Teaching: Strategies & Definition

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Current Trends in Art Education

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Game Based Learning: Definition and Examples

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Using Webb's Depth of Knowledge Levels in the Classroom

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What is Cooperative Learning? - Definition & Methods3:56

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What is Curriculum & Instruction?

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What is Curriculum?4:51

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Changes in Sense of Self From Childhood to Adolescence5:05

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Characteristics of Speech Sound Errors: Speech & Communication Disorders6:51

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Emotional & Behavioral Disorders: Autism & Asperger's Syndrome6:16

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http:// Managing the classroom is a challenge that all teachers face, and the decisions and actions a teacher
takes in this area are extremely influential. In this lesson, we discuss different aspects of classroom
management and the importance of creating a plan before the term begins.

Managing a Classroom
Every teacher faces a challenge when it comes to managing his or her classroom. The decisions and actions a
teacher takes in this area can be the difference between peaceful productivity and complete chaos. The actions
and attitudes of the teacher during the first few class sessions set the tone for the rest of the term. Because it is
so important, the most effective teachers create a classroom management plan well in advance of the first

class session. Although some management techniques will change depending on the students and grade level,
many of the underlying basic strategies of classroom management remain the same. The strategies we'll
discuss in this lesson involve rules, the learning environment, student engagement and student-teacher
relationships.

Rules
For most teachers, the foundation of a managed classroom is a clear set of rules and consequences. Teachers
need to establish general rules of conduct to ensure the classroom runs smoothly. Imagine you teach a fifth
grade history class. What kind of rules would you create? The rules that are needed change with every class,
and most teachers agree that the students should be included in creating them. The general strategy is to have
an idea of what rules are needed, but then include the students in actually creating them as well as the
consequences for breaking them. When students have a say in the matter, they have ownership in what has
been decided and are more motivated to follow the rules.
It's recommended that teachers devote a portion of the very first day of class to coming up with rules and
consequences. Starting with a short list of categories, like 'General Classroom Behavior' and 'Use of Materials,'
the teacher facilitates discussion, and the students create a set of rules expressed in their own language.

Writing the class schedule each day contributes to classroom
management

Most teachers agree that it's best to create only a few rules (5-8 is the rule of thumb), as it's too hard to
remember a long list. Of course, teachers also need to determine how they will personally enforce the rules and
consequences as well as how to handle conflict. We discuss strategies for discipline and reducing undesirable
behaviors in another lesson.
This strategy for creating rules could also be used to determine routines for each class. Unlike rules, rituals and
routines don't have consequences, but they are an important part of managing the classroom. They are the
repeated activities that students learn to expect as part of your particular class. For example, you could create a
routine in your history class where you always write the schedule for the day on the board, along with directions
for an extra activity if any students finish early. Knowing what to do and being able to predict what comes next
makes students feel competent, which not only helps them learn, but also contributes to a positive learning
environment.

Learning Environment

The learning environment greatly affects students and their learning, so it's also an extremely important part of
classroom management. The learning environment is the way the classroom works and feels. It includes the
physical environment as well as the social or emotional environment within the classroom. Teachers want all
students to feel motivated, challenged, supported and physically comfortable. The right management strategies
lead to a positive learning environment, which promotes productivity and respect.
The physical environment includes physical aspects such as desk arrangement, decorations, lighting,
temperature, etc. This is the way the classroom works. Imagine that history class you teach again. How would
you arrange the desks and decorate the room? Each physical aspect can affect learning and creativity as well
as the ability to concentrate and maintain attention. It's important that the space be attractive, well lit,
comfortable and clean. The physical environment is often the first impression of the class as students enter and
conveys the teacher's approach to managing instruction and learning. For example, if you arranged the desks in
your history classroom so they are clustered into groups and facing each other, it promotes interaction and
shows that you - the teacher - value collaboration. If there are stations set up throughout the room, it indicates
that the class will be engaging and hands-on.

Desks arranged in clusters promotes student collaboration

When students walk into a classroom every day, they need to feel ownership. Their creations and projects
should be on display, as the more they see themselves in the environment, the more they feel valued. They
should also feel confident of where to find anything they may need, such as supplies or a place to turn in their
assignment.
Beyond the physical environment, the learning environment also includes the social and emotional aspects of
the classroom. This is the way that the classroom feels. Students thrive in environments where they feel safe
and respected and where there is an atmosphere of purposefulness and confidence in learning. This is
certainly not always an easy task for teachers, but there are many strategies that help to create this type of
environment. One strategy is to build and maintain positive student-teacher relationships, which we'll discuss
later in this lesson.
Another strategy is to give students an opportunity to express their opinion and contribute ideas. We already
talked about including them in creating rules, consequences and routines, and that is a strategy that goes a
long way towards creating a positive learning environment. It keeps them involved and invested in the subject.

Student Engagement
On a related topic, one of the greatest challenges of managing the classroom is to keep students motivated and
involved. In order for students to actively learn, they must be fully engaged and participate during the entire

learning process. Student engagement involves more than just holding their attention. If you successfully
engage your students, it means that they are invested in learning. They are truly interested in the material and
take pride in understanding it and being able to apply it to their own lives.

Displaying classwork helps students feel valued

I'm sure you wouldn't be surprised if one of your students asked, 'Why do I need to know this? When would I
ever use this in real life?' You may have even asked that question yourself in a number of classes. It's because
we are most motivated to learn if we see a clear purpose and relevance to our own lives.