Cooperative Learning: The Benefits Of Cooperative Learning

Following our presentation of why cooperative learning benefits students in mathematics, we hoped the class would be able to distinguish the differences between direct learning environments from cooperative learning. Additionally, we hoped the class would understand how all students become active participants in their learning through cooperative learning and receive higher academic success. Lastly, it was a goal of ours that the class recognized the acquired skills students gain from cooperative learning and why it should be incorporated in their future classroom.

Secondly, the intervention goal is to improve students’ comfortability and motivation to work together to co-create knowledge. To promote group work and collaboration, cooperative learning will be used so students can work together to make sense of new information and solve problems. The first step is to ensure that the students understand and believe that the classroom is a safe and a nonjudgmental environment which will be accomplished by having students at the beginning of the schoolyear introduce themselves, provide their interests, and state what they would like to learn from the class. The teacher will establish pre-assigned, diverse, semester-length, groups for students to complete group work. Once students are acquainted with each other, they will engage in team-building exercises pertinent to a particular American history topic being learned to help develop rapport (e.g., each group member teaches each other something new about the topic). Overall, these steps will create a cooperative learning environment that will initiate motivation and comfortability.

Cooperative learning will be a method I use in my classroom. I believe that in a cooperative learning group a student can learn socialization skills and how to work with others. This goes along with the pragmatic/progressive philosophy that children learn by doing. The progressivism teaching style also includes the incorporation of problem-solving and critical thinking techniques. I want my students to learn to think for themselves and be able to function in society. At the same time, I will be a fellow learner myself and

Cooperative learning should be considered the natural progression of the American education system. Traditional education techniques place students in a competitive atmosphere. Cooperative learning requires students to work together to achieve success. A democratic method for a democratic society. Cooperative learning does not allow for a single winner, instead through group efforts, each student’s strengths help the collective achieve success. This paper will address the history of cooperative learning, along with its social, academic, and teacher benefits. Most importantly, it will highlight the positive effects of cooperative learning techniques upon students of all abilities.

In the growing global society of the 21st century we must prepare our students for a team oriented approach to learning. Cooperative learning allows the development of many different skills in the classroom. As many educators know every student is at different intellectual levels when they enter their classrooms. Cooperative learning allows small groups of students with different abilities to learn from their peers. Through teamwork students learn to appropriately commend others when a task is accomplished. Although, students will be working together for a common goal, each individual student will be responsible for their own work. There are several positive outcomes for students through the use of cooperative learning. In particular, it promotes positive interaction between members of different cultures and socio-economic groups. Additionally, it motivates students to learn new material ensuring student metacognition. To sum up my thoughts about cooperative learning I feel this learning technique offers many benefit’s to students and should be evident in daily learning.

In addition to gaining critical workplace skills, “Students in cooperative learning groups reported significantly higher autonomy, competence and relatedness than peers in traditional classrooms” (Sears & Pai, 2012, p. 250). The ability to relate to one’s peers when coupled with the feelings of autonomy and competence collaborative learning provides for students adds powerful tools needed to be contributing members of a diverse society. Not only do these skills forma basis of interpersonal communication, they provide the necessary background for members of a diverse society to work together outside of a school setting.

This type of instructional method, and its varying implementations, provides the opportunity for each student to make a substantial contribution to his/her team. This contribution is where learning occurs. I do realize that there is a large gap between research and practice, and I know that cooperative learning is not a definite solution to my goals. What it provides is a means to a continuous labor of love moving closer to this goal, not a means to an end. Therefore, as an ongoing task, research will evolve as will my classroom practice. But, I do see some implementation rules that appear to be steadfast and help form my thoughts on constructing my future cooperative learning classroom.

Collaborative learning refers to ‘a variety of instructional practices that encourage students to work together as they apply course material to answer questions, solve problems, or create a project’ (Colbeck et al. 2000, p.60). Collaborative learning is a form of group work and recognised among educators, it has been a successful learning strategy from an educational point of view. This student-centered learning strategy is implemented in the learning process and generally seem to have brought many benefits to students. Thus, Arnold and Boggs (2011) defined that group is ‘a gathering of two or more individuals, who share a common purpose, meet over substantial period of time, in face to face interaction, to achieve an identifiable goal’.

First, cooperative learning is a kind of group work. Learners have to work together in small groups between two and six members.

A cognitivism theory that aligns with my belief statement is cooperative learning. Cooperative learning is where students work in small groups on a common task or project while the teacher acts as a facilitator (Coffey, 2017). In my belief statement I stated, learners should collaborate together and build upon their prior knowledge, this is the core of cooperative learning.

The intent of this inquiry is to conduct a narrative review to discuss strategies previously used in pedagogical experiences to engage students in peer interaction, cooperation and collaboration. The intent is to assist educators in exploring complex learning problems in order to find solutions that incorporate meaningful learning environments, even within a system designed where students compete while receiving scores to enter prestigious universities.

Collaborative Learning refers to the grouping and pairing of learners for the purpose of achieving a learning goal. It is a learning in which the learners at various performance levels work together in small groups towards a common goal. The learners are responsible for one another's learning as well as their own. Thus, the success of one learner helps other students to be successful. Collaborative Learning is a relationship among learners that involves positive interdependence, individual accountability, interpersonal skills, face-to-face interaction and processing (reflecting on how well the team is functioning and how to function even

An important skill for students to develop in school is collaboration. During this course, I learned more in-depth knowledge about students working with others within a concept called cooperative learning. Cooperative learning is one of three goal structures associated with motivation. The three structures are cooperative, competitive, and individualistic. Though all three are used to motivate students to achieve goals, I believe cooperative is the most ideal goal structure for student development. Cooperative learning involves putting student in groups for a lesson and requiring all students to succeed in order for any one individual to earn rewards. This strategy enforces individual accountability for each child to complete their share

Collaborative learning is founded on the idea that the learning process is a naturally social act which requires the participants to talk among themselves. Collaborative learning involves small groups of students who act on a structured learning activity to solve a problem, complete a task, or create a product. In simpler terms, the students work in groups to learn or understand a new concept they are studying. In this learning approach, it is important to understand that the students are accountable for individual work as well as the group work they do as a group in collaborative learning

Collaborative learning is an instructive way to deal with teaching and learning that involves groups of students working together to tackle an issue, finish a task, or make a product. According to Gerlach (1994), collaborative learning is “based on the idea that learning is a naturally social act in which the participants talk among themselves.” When collaborative learning strategies are utilized to support instruction, students have tendency to be more engaged, retain information better, and have preferable learning results over those of individual learners (McLaren, 2014)