The Difference Between Cooperative Learning And Group Work

Research shows ‘that individuals have to gain through learning collaboratively in appropriately structured and conducted groups’. J. Smith and A Spurling (1999:44).

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.

“Group work is a teaching strategy that promotes academic achievement and socialization”(Frykedal, Chiriac, 2011). This method is often used since allow individuals to combine their skills with the intention to achieve a mutual goal. To be efficient when working with a group, individuals have the responsibility to understand and respect others preferences and

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

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

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

Cooperative learning consist of five basic elements, 1) Positive Interdependence, 2) Face-to-face Interaction, 3) Individual Accountability, 4) Social Skills and 5) Group Processing. Research backs up Marzano’s cooperative learning strategy as a key component of a progressive learning tool. Positive interdependence is the idea that when students are grouped together, they will consciously be held accountable to one another and share in the responsibility of the project. Team members work together with the idea that each member plays a vital role in the achievement of their overall goal due to the obligation to the other members. Face-to-face Interaction involves students working together to teach each other the material. We have found, through various studies that one of the best ways to learn a given material is for each member of the group to teach a section to the rest of the group .Individual Accountability speaks for itself. When a student is held accountable for their portion of the project and is held accountable by their respective peers, they feel obligated to do their part of the project. The fourth part of cooperative learning is, in my opinion, the most important skill learned in this process, the Social Aspect. In the social dynamic of the group, students learn skills that will take them beyond the walls of the educational institution. Social skills will guide students in learning communication skills, decision making, cultural learning, conflict resolution,

Working to ones’ strengths, however, is not always the most beneficial way to utilise group work in an educational setting. Putting members together that have different skills or traits can cause them to improve them individually, like putting an introvert and an extrovert together. An extrovert can bring an introverted person out of their shell, causing them to interact more with the rest of the group and offer more of their own opinions; while an introvert can make an extrovert learn to listen more and consider other students’ thoughts, perhaps teaching them to be less overbearing. To put together two conflicting traits can help to average out members’ work, also which can improve grades.

What are some of the effective cooperative methods? There are three models of co-teaching in common practice; complementary instruction, team teaching, and supportive learning. Complementary instruction is where a member of the co-teaching team does something to supplement or complement the instruction provided by the other member of the team. The co-teachers share responsibility for teaching the whole class. One takes a lead content role and the other facilitates access to the curriculum. One fall back to look out for in the complementary instruction model is “typecasting” in which the co-teacher delivering content is considered the “expert” or “real” teacher. The next model of co-teaching is the team teaching model. Team teaching is where the members of the team co-teach alongside one another and share responsibility for planning, teaching, and assessing the progress of all students in the class. Both co-

From my experience, students that have to sit and listen to lectures with no interaction all day do not perform as well as those who are doing hands on activities as well as cooperative learning. I do not want to have a dictatorship of a classroom. I want my students to feel free to ask questions and to talk to their classmates about the lesson. I feel students not only obtain knowledge form their teacher, but they learn a tremendous amount from other students. This is where cooperative learning comes into play. This strategy is very effective in getting students involved. Sometimes students feel more comfortable in small groups of their peers. During my observations, I noticed that students learn a tremendous amount from other students. Some students

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.

Within group settings, not only are students able to learn from their peers, they are also able to save time

Cooperative learning is one of the best studied academic strategies in the history of educational research, with over 1,000 research studies on the subject dating as far back as 1898 (Stanne, Johnson & Johnson, 1999). There are so many studies, in fact, that the most easily to get to point of entry into the literature is meta-analyses of large numbers of studies. The most important piece of information is that cooperative learning models have been established to have an obviously positive impact on student achievement.

Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to Cooperative Learning than merely arranging students into groups, and it has been described as structuring positive interdependence (Prasetyo,2012). Cooperative learning is a technique that allows students to learn from each other and gain important interpersonal skills. Learn more about the benefits, strategies, and techniques involved in cooperative learning ( Olsen, 2003). It 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 tasks. The success is dependent on the work of everyone in the group.