Cooperative Learning: The Positive Effects Of Cooperative Learning

This strategy is gained when students learn to reflect and think about their learning. Cooperative learning is a natural way to use the reciprocal teaching strategies, as those strategies are based on having conversations and social interactions. These strategies are beneficial whether working with a whole-class grouping or literature circles.

Moreover, despite all those well documented benefits of cooperative learning, many teachers still do not prefer to use this pedagogical practice in class, stated by Baines, Blatchford, and Kutnik (2003). The fact is that the cooperative learning requires teachers to have high awareness of students’ learning, good control of students challenging behaviors.

To lessen these disadvantages, Jacob (1998) points out that we can: train students explicitly in collaborative skills, ensure individual accountability, have the teacher monitor the groups and inculcate a theme of cooperation.

In Cooperative Learning there are six major elements that take part. The six are intentional group formation, continuity of group interaction, interdependence among group members, explicit attention to the development of social skills, and instructor as facilitator. These six elements form under the model and gives cooperative

Cooperative learning, sometimes called small-group learning, is an instructional strategy in which small groups of students work together on a common task (TeacherVision, 2017). According to the Education Consumer Guide, Cooperative learning is successful because students of different levels of ability have the opportunity to use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.

adopt classroom cooperative learning strategies (Jenkins, Antil, Wayne & Vadasy, 2003, p. 280; Foreman & Arthur Kelly,)

Domains such as, cognitive development and development of aspects of information processing. Cognitive development is displayed when students use their problem solving and decision making skills. Development of aspects of information processing is displayed when students process the information that is given. Collaborative/cooperative learning promotes development of intelligence, personal and emotional development, development of motivation and self-regulation, and moral development. Development of intelligence is displayed when students work together and trust one another to solve a problem. Personal and emotional development is shown when students have positive and effect interactions with one another. Development of motivation and self-regulation is demonstrated when students have the ability to complete assignments without being distraction to others. Moral development is shown when students in the group work collaboratively and treat one another with

If a student is in a bad mood or is not feeling well they are likely to not meet the cooperative learning standards. A point system will be created and used to quantify the elements. This is intended to account for students’ development regarding working in groups. Accordingly, there are several characteristics that students will be expected to display.

One aspect of classroom that is important for student’s motivation is collaboration with other learners. Smith noted that children naturally involve others as collaborators in their learning and that ’’collaboration is at the heart of

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

Teachers also received training in this area. The groups, then, participated in grade-level appropriate math units. Students were further encouraged to work cooperatively because individual improvement on assessments also earned team points. Data was collected by audio and video recordings. The research team hypothesized that helping behaviors would be related to achievement. Achievement gain would be used as the dependent variable and would be measured by an ANCOVA test. The team found that there was a significant relationship to students using helping behaviors in cooperative learning groups to academic achievement gain. The only behaviors that did not show significant growth were the giving and receiving of answers without explanation (Nattiv, 1994).

The term cooperative learning yields multiple benefits when students are working in teams on an assignment or project under conditions in which certain criteria are satisfied, including that the team members be held individually accountable for the complete content of the assignment or project. (Richard M. Felder1 , and Rebecca

In this course, there were many different student centered strategies that were discussed. One strategy that was exposed was Cooperative learning. Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Cooperation is working together to accomplish shared goals but for me, it is much more than merely arranging students into groups. It is about the development of critical thinking skills, teamwork, positive relations, peer coaching and the establishment of environments where academic accomplishments are valued. With cooperative learning, each member of a team is responsible not only for learning

Collaborative learning stems from the theory of Vygotsky’s conception of Zone of proximal development. The thought is that children learn best with “help and guidance” (Ormrod, 2012). In transitioning this zone to a collaborative learning experience, children work with their peers in broadening their learning experience, allowing small groups of students to work together to share knowledge, exchange ideas, problem solve, and more. These classroom environments help to create durable abilities in students and aid in producing a “smoother integration into adult society when the activities resemble real-world tasks” (Ormrod, 2012). As students work with peers and adults, they adopt some of the learning strategies demonstrated and develop more skills in problem solving. This scaffolding creates a trickle-down effect of knowledge construction. In collaborative learning, students are afforded a myriad of enriching opportunities to explore perspectives that may differ from their own. These activities serve to create a self-awareness in the student of their responsibilities to a group, requiring them to self-monitor their activity (Lee, Tsai, Chai, & Koh, 2014).

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