Cooperative

Learning
By Colin Brown, Tyler Ellis, and Carleigh Olive
Definition
1. Cooperative learning is a student-centered,
instructor-facilitated strategy in which a group,
typically 3-4, works together to teach themselves and
the rest of the group
● Certain criteria must be met to be considered cooperative
learning rather than group work, such as individuals are held
accountable for completing the assignment
Types of Cooperative Learning
1. Formal: The teacher pre-assigns groups of 3-4 based
on their intellectual ability, academic interest, and
style to create a well-rounded group.

2. Informal: groups made in class and meant to last no

more than one class period.
 Advantages
● Students learn more by doing something active than by simply
watching and listening
● Slower learners are less likely to give up when working in groups
● Students with better understanding of the topic help educate
their peers, and learn more in the process
Disadvantages
● Instructors may encounter resistance from students
● Students that understand the material quicker may feel held
back
● Students could feel ignored within their groups
● Resentments can build when team members fail to pull their
own weight
Fishbowl Debate
● Ask students to sit in groups of three.
● Assign roles. For example, the person on left takes one position on a topic, the
person on right takes the opposing position, and the person in the middle takes
notes and decides which side is the most convincing.
● Debrief by calling on a few groups to summarize their discussions.

How I Would Apply This - Tyler

● When discussing literature, I would assign roles to each person in the small
groups based on viewpoints of the people in the piece. They would then debate
conflicts present in the piece
Case Study
● Create four to five case studies of similar difficulty.
● Have students work in groups of four or five to work through and analyze their case study.
● Provide 10-15 minutes (or adequate time) to work through the cases.
● Walk around and address any questions.
● Call on groups randomly and ask that students share their analysis. Continue until each case
study has been addressed.

How I Would Apply This - Collin

● I want to work with youth in a physical exercise/sports and health education aspect.
● I would split the class into group.
● Give them examples of made up people who are unhealthy and have them figure out what
this person could do to improve their health.
● Have them share their analysis with the rest of class at the end.
Write Around
● Students are placed in groups with 3-4 students and the teacher gives each group a topic
or idea.
● Important for the topic/idea to have multiple answers or understandings.
● Students take turns writing their response to the question or idea on a piece of paper,
shared by the group.
● After a certain amount of time, the teacher tells the students to pass the paper to the next
group member, who then takes the time to read over what the other group member wrote
and add to it, explain it further, or clarify what was written.
● The process repeats throughout the group and shared with the rest of the class at the end.

How I Would Apply This - Carleigh

● I would do this with high school students to analyze primary or secondary sources
● I would split the class up into small groups and go around the class to engage with the
students discussions during the activity
● At the end of the activity I would lead a class discussion where each group presents their
findings
Let's Do a Write Around
Topic: Wheels or Doors

● Groups of 3-4 students.

● A sentence or topic is given to the groups. 10-15 seconds of think time
is given for the students to think on the sentence or topic.
● The first member in the group starts writing about the sentence or
topic.
● After a short amount of time given (30 seconds-1 minute) students
pass the paper to the next member in their group.
● Around 30 seconds is given to read over what is written on the paper.
● The second member starts to write clarifying, adding, or summarizing
information to the paper. (30 seconds- 1 minutes is given)
● The paper is then passed onto the next group member, and the
process repeated.
Questions?
Bibliography
Cloud, T. (2014, June). Cooperative Learning in the Classroom.

Felder, R. M., & Brent, R. (n.d.). Cooperative Learning.

Felder, R., & Brent, R. (2001). Effective Strategies for Cooperative Learning.

Johnson, D. W., & Johnson, R. T. (2016, December 13). An Educational Psychology

Success Story: Social Interdependence Theory and Cooperative Learning.
American Educational Research Association. Retrieved from
http://www.jstor.org/stable/20532563

Li, M. P., & Lam, B. H. (2013). Cooperative Learning. The Kong Institute of Education.