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Cooperative Learning

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anil ersoz

on 15 January 2016

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Transcript of Cooperative Learning

Ice breaker
Get to know each other
Get to know concepts in depth
First signal, A-B interviews
Second signal, vice-versa (B-A)
Third signal, each pair turns to another pair, forming a group of four. Each member of the group introduces his or her partner, highlighting the most interesting points.

Definition of cooperative learning
is working together to accomplish shared goals
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.

In cooperative learning
Each member is responsible for helping their teammates learn, then, students work on assignment until all members understand and complete it
Purpose of cooperative learning
To make each student a stronger individual
To actively involve students in the learning process; a level of student empowerment which is not possible in a lecture format.
What are we going to talk about?
Definition of cooperative learning
Purpose of cooperative learning
Steps to follow in cooperative learning method
Characteristics of this method
Types of this method
Roles of teacher
Roles of students
Advantages of cooperative learning
Disadvanteges of cooperative learning
Evaluation process in cooperative learning
Phylosophy under cooperative learning

Characteristics of this method
Shindler, J. 2009, Effectively Managing the Cooperative Classroom,
Tejada, C. 2002, Research on Cooperative Learning
Student work together on common tasks or learning activities that are best handled through group work.
Students work together in small groups containing two to five members.
Students use cooperative, pro-social behavior to accomplish their common tasks or learning activities.
Students are positively interdependent. Activities are structured so that students need each other to accomplish their common tasks or learning activities.
Students are individually accountable or responsible for their work or learning.
Why Cooperative Learning?
Cooperative Learning enhances student learning by:
providing a shared cognitive set of information between students,
motivating students to learn the material,
ensuring that students construct their own knowledge,
providing formative feedback,
developing social and group skills necessary for success outside the classroom
promoting positive interaction between members of different cultural and socioeconomic groups.
Steps during implication of cooperative learning
Post Implementation
Oya Anıl zeki
Advantages of Cooperative Learning
It has the potential to produce a level of engagement that other forms of learning cannot

Interpersonal and collaboration skills can be learned in a cooperative learning activity

Higher ability students are in a position to be experts, leaders, models and teachers

Lower ability students get the benefits of having higher ability students in their group.
Disadvantages of Cooperative Learning
Low-achieving students become passive and do not focus on the task

High stakes create increased chances for conflict and therefore need for conflict resolution skills

It is difficult for the teacher to be sure that the groups are discussing the academic content rather than something else

Higher ability students may not experience the stimulation or challenge that they would with other higher ability students.

Lower ability students may feel perpetually in need of help rather than experiencing the role of leader or expert relative to the others in their group
Steps during evaluation of cooperative learning
The instructor should use a rubric to grade/evaluate each group's assessment task

Students should also be evaluated on their group work using a rubric

Rubrics should have been created during the pre-implementation phase of cooperative learning

Provide feedback to the students about their product and their group performance

Each group member's efforts are required and indispensable for group success

Each group member has unique contribution to make to the joint effort

Sink or swim together
Student centered philosophy of cooperative Learning

• Jigsaw
• Think-Pair-Share
• Three-step Interview
• Three minute review
• Roundtable
• Focused Listing
• Paired Annotations
• Numbered Heads


3-6 membered heterogeneous groups
Share responsibility for each other's learning
Home group --> expert group --> home group
Improves listening, communication, self-confidence.
Equal participation
Peers teaching peers
 topics need to be dividable,
 absent student
 shy or dominant students

Think - Pair - Share
• Each member in a class "thinks" about a question
• They "air-up" with a member in the group to discuss their responses.
• Finally they "share" what they learned with the rest of the class or group.
• Higher level class discussions
• Active thinking
• Disadvantage: Time
• Advantage: whole class

Three Step Interview

During discussion, teacher stops and gives teams 3 minutes to review what has been said, ask questions, or answer questions.
What was the most important or useful thing you learned today?
What two important questions do you still have; what remains unclear?
What would you like to know more about?
Feedback for teacher
Provide them stay focused on content

Three - Minute Review
Brainstorm ideas
Generate a large number of responses to a single question or a group of questions.
Discuss or share the list of ideas (answers)
Not just one right answer!



Brainstorming technique
Generate descriptions and definitions for concepts
Generate words
After activity facilitate group and class discussion

Focused Listing
Students are paired-up
Reading same article, content
Students discuss key points
Together students prepare a composite annotation that summarizes the article, chapter, or concept.

Paired Annotations

4 students in each group
Give number to each group member from 1 to 4
Give the MC question to whole class
ive time group to think!
Say a number and every group will tell the answer
Comparing answers

Numbered Heads

-observes and intervenes during group work
-asking questions during group work
-praises and encourages during or after group work
-extends participation and involves group members
-facilitates student responsibility and self-evaluation
-promotes student learning of meta-cognitive and social skills


Organizer—provides the group with the overall process structure
• Recorder—writes down important information (e.g., directions or group work)
• Checker—Makes sure that all team members understand the concepts and the team's conclusions.
• Questioner—generates questions and involves all students
• Assessor—evaluates the progress of each work session
• Encourager—models and reinforces appropriate social skills
• Summarizer: Restates the team's conclusions or answers.
• Spokesperson—represents the group and presents group work to rest of the class • Timekeeper—keeps group on task and on time
• Elaborator— relates the discussion with prior concepts and knowledge.
• Research runner—Gets needed materials and is the liaison between teams and between their team and the instructor.

• http://www.gdrc.org/kmgmt/c-learn/methods.html

• http://www.nsta.org/publications/news/story.aspx?id=52116

• http://k6educators.about.com/od/helpfornewteachers/qt/Cooperative-Learning-Tips-And-Techniques.htm

• http://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html

• http://www.colorincolorado.org/article/cooperative-learning-strategies

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