teacher

Cooperative learning
Cooperative Learning
This material is replicated on a number of sites as part of the SERC Pedagogic Service Project

Original module developed by Rebecca Teed, John McDaris, and Cary Roseth

Enhanced by KimMarie McGoldrick with assistance from Jim Cooper, Dan Marburger, Jennifer Rhoads, Karl Smith
What is Cooperative Learning?
Cooperative Learning involves structuring classes around small groups that work together in such a way that each group member 's success is dependent on the group 's success. There are different kinds of groups for different situations, but they all balance some key elements that distinguish cooperative learning from competitive or individualistic learning.
Cooperative learning can also be contrasted with what it is not. Cooperation is not having students sit side-by-side at the same table to talk with each other as they do their individual assignments. Cooperation is not assigning a report to a group of students where one student does all the work and the others put their names on the product as well. Cooperation involves much more than being physically near other students, discussing material, helping, or sharing material with other students. There is a crucial difference between simply putting students into groups to learn and in structuring cooperative interdependence among students.
Why Use Cooperative Learning?

Extensive research has compared cooperative learning with traditional classroom instruction using the same teachers, curriculum, and assessments. On the average:
Students who engage in cooperative learning learn significantly more, remember it longer, and develop better critical-thinking skills than their counterparts in traditional lecture classes.
Students enjoy cooperative learning more than traditional lecture classes, so they are more likely to attend classes and finish the course.
Students are going to go on to jobs that require teamwork. Cooperative learning helps students develop

References: Johnson et al., 1998 , Active Learning: Cooperation in the Classroom. Interaction Book Company, Edina, MN. 328 p. Johnson, et al., 2006, Active Learning: Cooperation in the College Classroom. Interaction Book Company, Edina, MN. Slavin (1996) further argues that "cooperative learning has its greatest effects on student learning when groups are recognized or rewarded based on the individual learning of their group members" (p. 52). Cooperative learning has also been observed to enhance achievement of female and African American students (Herreid, 1998 ), members of groups that are underrepresented in various disciplines. Students in mixed groups (different races, genders, learning styles) tend to have a deeper under-standing of the material and remember more than those in homogeneous groups (Wenzel, 2000 ). One reason for improved academic achievement is that students who are learning cooperatively are more active participants in the learning process (Lord, 2001 ). They care about the class and the material and they are more personally engaged. Compared to students learning on their own, students who are engaged in cooperative learning: Like the subject and college better (Johnson et al., 1998 , Lord, 2001 , Springer et al, 1999) Johnson et al., 1998 stress that the most successful individuals in business, research, and school are the least competitive. Cooperative learning exercises enhance important skills including (Barkley, Cross and Major, 2005): using the language of the discipline Large enrollment classes (by using personal response devices, Smith et al, 2009) Online classes (Roberts, 2004) Cooperative learning techniques can be loosely categorized by the skill that each enhances including (Barkley, Cross and Major, 2005): learning the language of the discipline