1. What is Cooperative Learning?

Cooperative learning is termed as a learning way in which the students learn in groups. In
this type of learning the students interact with each other and build upon their school
relationships, which is different from the traditional way of teaching. The main idea
behind cooperative learning is to teach the students to be a functional part of a group so
that they have grouped responsibilities as well as individual responsibilities. This type of
learning not only increases the study skills of a student but also develops the
communication skills. In order to understand deeply the cooperative learning one must
explore the main theories of this type of learning.

Due to the vast information available on the internet, the teachers can implement
different knowledge in their classroom rapidly, and it is the best way to increase the
teacher resources. Upon going to Google about cooperative learning you can find many
sites, which provide useful information, which can help the teachers in their teaching as
well as the students in their learning.

In order to develop the communication and social skills of the student, a teacher must
use cooperative learning in his or her classroom. However, it is best to compare and
contrast between the major theorists of cooperative learning.

http://www.teach-nology.com/currenttrends/cooperative_learning/what_is_it/

2. the characteristics and principles cooperative learning

Characteristics: These are characteristics of cooperative learning:

 Students work together in small groups containing two to five members.

 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

https://evaeducation.weebly.com/uploads/1/9/6/9/19692577/characteristics_of_cooperative_learning.
pdf
principles:
Positive Interdependence
Students perceive that they need each other in order to complete the group's task ("sink or swim
together"). Teachers may structure positive interdependence by establishing mutual goals (learn and make
sure all other group members learn), joint rewards (if all group members achieve above the criteria, each
will receive bonus points), shared resources (one paper for each group or each member receives part of
the required information), and assigned roles (summarizer, encourager of participation, elaborator).

Face-to-Face Promotive Interaction

Students promote each other's learning by helping, sharing, and encouraging efforts to learn. Students
explain, discuss, and teach what they know to classmates. Teachers structure the groups so that students
sit knee-to-knee and talk through each aspect of the assignment.

Individual Accountability
Each student's performance is frequently assessed and the results are given to the group and the
individual. Teachers may structure individual accountability by giving an individual test to each student
or randomly selecting one group member to give the answer.

Interpersonal And Small Group Skills

Groups cannot function effectively if students do not have and use the needed social skills. Teachers teach
these skills as purposefully and precisely as academic skills. Collaborative skills include leadership,
decision-making, trust-building, communication, and conflict-management skills.

Group Processing
Groups need specific time to discuss how well they are achieving their goals and maintaining effective
working relationships among members. Teachers structure group processing by assigning such tasks as (a)
list at least three member actions that helped the group be successful and (b) list one action that could be
added to make the group even more successful tomorrow. Teachers also monitor the groups and give
feedback on how well the groups are working together to the groups and the class as a whole.
http://www5.csudh.edu/dearhabermas/cooplrn.htm

3. types of Cooperative Learning

Informal Learning Groups
These groups are short term and not very structured. They typically involve activities where classmates
turn to a neighbour to discuss a problem or concept for a few minutes. Informal groups are generally
small, usually two but no more than three people. It’s most convenient to use informal learning groups for
quick activities such as checking for understanding, brainstorming, quick problem solving, summarising,
or review. These groups are a great way to change up a lecture format by giving students a few minutes to
discuss a concept with a peer.
Formal Learning Groups
Formal learning groups are assigned a task or project and stay together until it is complete. There is a
clear structure to these groups set by the teacher that includes task and behaviour expectations. Formal
learning groups can be heterogenous or homogeneous, depending on the assignment. Most groups
perform well with three to four people, any more than five can become unproductive. Doing a project,
solving a series of problems, reviewing for a test, or writing a report are all examples of how formal
learning groups can be used in a classroom.

Cooperative Base Groups

These groups are different from the previous two in that they are long term support groups. Base groups
should last for a minimum of a semester but can be anywhere up to several years. Since they are long
term commitments, typically these groups become more than just academic problem solving groups.
Members in base groups often become a personal support system for each other, building relationships
and trust during the duration of their cooperative learning process. The goal of cooperative base groups is
that the members develop peer accountability and support each other while learning together.
https://www.getadministrate.com/blog/explore-the-three-types-of-cooperative-learning/

4. the procedures (syntax) of implementing Cooperative Learning

the five key elements that differentiate cooperative learning from simply putting students into
groups are met. (Johnson et al., 2006, 2:30-31.)

1. Pre-Instructional Planning
Prior planning helps to establish the specific cooperative learning technique to be used
and lays the foundation for effective group work. Plan out how groups will be formed and
structure how the members will interact with each other.

2. Introduce the Activity to the Students

Students need to get their "marching orders." Explain the academic task to them and what
the criteria are for success. Then structure the cooperative aspects of their work with
special attention to the components of positive interdependence and individual
accountability. Set up time limits and allow for clarifying questions.

3. Monitor and Intervene

This is where you let the groups run while you circulate through the room to collect
observation data, see whether they understand the assignment, give immediate feedback
and praise for working together. If a group is having problems, you can intervene to help
them get on the right track.

4. Assessment
Some informal assessment is already done while you are monitoring the groups during
 the exercise. However, once the group finishes their project, work should be assessed by
both instructor and group.

5. Process
Group processing involves asking the groups to rate their own performance and set goals
for themselves to improve their cooperative work.

https://serc.carleton.edu/introgeo/cooperative/howto.html

the strengths and the weaknesses of cooperative learning

Advantages to Cooperative Learning

 Students actively participate in their education by exploring and learning from each
other. They are able to experience a wide range of thoughts and opinions on a
subject from working with their peers. More importantly, they arrive at their own
conclusions after having done research or exploring a topic thoroughly.
 Students are able to practice and hone social skills such as working in a group,
resolving conflict, problem solving, and taking directions from a peer leader to name
a few. These important, life long skills are needed in the workplace but are rarely
practiced in a typical lecture style classroom.
 Cooperative learning is a teaching model that is heavily supported by research as
being very effective. It can be used along with a variety of other teaching strategies,
which we’ll address in a later post.
 The teacher becomes a facilitator instead of a lecturer. They can work with the small
groups individually, assisting and intervening when needed.
 A deeper level of understanding can take place within groups as students delve into
subjects they are interested in.
 Groups can be assigned topics based on skill level or difficulty. This form of
differentiation enables students of all abilities to be successful, even if their subjects
or products may be different from their peers’.

Disadvantages to Cooperative
Learning
 Not all students work well with others, and may cause conflict within a group. This
can potentially sabotage a cooperative learning environment.
 Not all lessons are ideal for group work. Easy or straightforward concepts may not
be as interesting or successful in a cooperative learning assignment.
 Groups will finish at different times. This can add a layer of classroom management
complexity for the instructor.
  Cooperative learning groups can create a level of noise within the classroom that the
teacher might not be comfortable with, or know how to manage well.
 Some students may not do their fair share of work, or certain students may
monopolise the task. This can lead to challenging grading situations for the teacher.

https://www.getadministrate.com/blog/cooperative-learning-primer/