Understanding

Cooperative Learning
Structures
MEd 313
Angel Rose Caidic
Crizelle Anne Dela Cruz
John Lloyd Taroma
 Objectives:

01 02 03 04

Construct Demonstrate how Select appropriate

Identify different
instructions for a these CLS are classroom
Cooperative Learning
selected utilized in management
Strategies used in
appropriate teaching routines and
Mathematics teaching
Mathematics Mathematics materials to be
and
Teaching used during CLS
learning.
What is Cooperative Learning Structure?
 Cooperative Learning is a great strategy to use in every classroom. It
doesn’t matter the age or ability of the students; cooperative learning can
be used. Cooperative learning gives students a way to learn and use
communication skills. It allows more students to talk and engage in the
subject at once, rather than the traditional one student answers the
teacher’s question.

 Cooperative learning is generally defined as a teaching arrangement in

which small, heterogeneous groups of students work together to achieve a
common goal.

 Cooperative learning structures such as jigsaw and think-pair-share are

widely used in college classrooms. The two most basic tenets of
cooperative learning involve positive interdependence and individual
accountability.
 The best answer to the question, 'What is
the most effective method of teaching?' is
that it depends on the goal, the student, the
content, and the teacher. But the next best
answer is, 'Students teaching other
students.'

—Wilbert J. McKeachie
Five Elements of Cooperative Learning
 Positive Interdependence
This means the group has a clear task or goal so everyone knows they
sink or swim together. The efforts of each person benefit not only the
individual, but also everyone else in the group. The key to positive
interdependence is committing to personal success as well as the success of
every member of the group.

 Individual and Group Accountability

The group is accountable for achieving its goals, and each member must
be accountable for contributing a fair share of the work toward the group
goal. No one can "hitchhike" on the work of others. The performance of each
individual must be assessed and the results given back to the group.
Five Elements of Cooperative Learning
 Interpersonal and Small Group Skills
  Interpersonal and small group skills are required to function as part of a
group. These are basic teamwork skills. Group members must know how to -
and be motivated to -provide effective leadership, make decisions, build trust,
communicate, and manage conflict.
● Completing tasks
● Communicating
● Decision making
● Managing conflict
● Appreciating group members
Five Elements of Cooperative Learning
 Face-to-Face Promotive Interaction
This means that students promote each other's success by sharing
resources. They help, support, encourage, and praise each other's efforts to
learn. Both academic and personal support are part of this mutual goal.

 Group Processing
Group members need to feel free to communicate openly with each other
to express concerns as well as to celebrate accomplishments. They should
discuss how well they are achieving their goals and maintaining effective
working relationships.
Cooperative Learning Structures in Mathematics
Teaching
  Use cooperative groups to practice problem-solving
strategies. Have student pairs use manipulatives to act out a
problem. After solving a math problem, students can explain
their thinking to a partner.

  In cooperative groups, students can decide on a set of

criteria to categorize geometric figures, and then explain
their criteria to other groups.
Strategies/Structures for “Pairs” or “Partners”
 Think-Pair-Share or Rally Robin or Paired Discussion (Oral)

 Teacher presents a question to the whole class.Teacher

provides a minute or two of silence to allow students to collect
their thoughts and formulate a response.
 Teacher instructs each student to turn to their shoulder or face
partner to take turns – Rally
 Robin - sharing thoughts/answers with each other.
 Following paired discussion, teacher asks a sampling of pairs to
report out to thewhole class.
Strategies/Structures for “Pairs” or “Partners”

 Rally Robin (Oral)

 Teacher poses a problem to which there are multiple possible

responses or solutions and provides students with think time.
 Students pair up and turn to their partner.
Strategies/Structures for “Pairs” or “Partners”

 Rally Table (Written Responses or Problem Solving)


 Students take turns generating written responses, solving
problems, or making a contribution to a project. In Rally Table,
partners take turns.
 Teacher provides a task to which there are multiple possible
responses and provides think time.
Strategies/Structures for “Pairs” or “Partners”

 Simultaneous Rally Table (Written Responses or Problem Solving)

 Students take turns generating written responses, solving problems, or making a

contribution to different problems.
 Teacher provides each pair of students with two different topics or problems for
which there are multiple possible responses (e.g., Pro/Con) and provides think
time.
 Students pair up.
Strategies/Structures for “Pairs” or “Partners”

 Rally Coach (Worksheet Problems or Oral Problems Presented by

the Teacher)

 Partners take turns, one solving a problem while the other coaches.
 Setup: Each pair needs one set of challenging problems with one pencil.
Strategies/Structures for “Pairs” or “Partners”

 Mix-Pair-Share (Oral Response)


 Setup: Teacher prepares questions to ask students.
 Students mix around the room. The mixing phase can be done
with or without music – similar to musical chairs.
Strategies/Structures for “Pairs” or “Partners”

 Stand Up-Hand Up-Pair Up (Oral or Written)

 Teacher says, when I say go, you will “stand up, keep your hand up, and
pair up.”
 Students stand up and keep one hand high in the air until they find the
closest partner who is not a base teammate. Students’ do a “high five”
and put their hands down.
 Teacher may ask a question or give an assignment and provides think
time.
Strategies/Structures for “Pairs” or “Partners”

 Quiz-Quiz-Trade (Oral Review of Content or Solving Math

Problems) 
 Teacher prepares content review cards or math problems. Older students may
generate their own content review cards or math problems.
 Students find a partner through Stand Up-Hand Up-Pair Up.
Strategies/Structures for “Pairs” or “Partners”
 Inside-Outside Circle (Idea Sharing, Summarizing, Quizzing,
Problem Solving)

 Students rotate in concentric circles to face new partners for idea sharing,
quizzing,summarizing, or problem solving.
 Students form pairs. One student from each pair moves to form a large inner
circle facingoutward.
 Remaining students find and face their partners (class now stands in two
concentric circles).
 Inner circle students ask a question from their question card; outside circle
students’ answer.
 Inner circle students’ praise or coach.
Strategies/Structures for “Pairs” or “Partners”
 Give One-Get One  Students fold paper in half lengthwise
(hotdog style).
 Students then open paper and draw a line down the crease.
 At the top of the left column, students write “GIVE ONE.”
 At the top of the right column, students write “GET ONE.”
 Teacher poses a question or a topic with multiple answers and gives a time limit.
 Students list as many things as they know in the “GIVE ONE” column.
 Teacher uses Stand Up-Hand Up-Pair Up for students to find their first partner.
 Once students have greeted their partner, Partner A gives an answer to Partner B from
his/her “GIVE ONE” column.
 If Partner B already has the answer from Partner A, he/she checks that off on his/her list.
 If Partner B does not already have this answer on his/her list, then he/she adds it to the “GET
ONE” column.
 Partner B then repeats this process by “GIVING ONE” to Partner A and the same process
repeats for Partner A.
 Partners say thank you/goodbye, put hand up, and find a new partner.
 Continue repeating this process until teacher calls “time.”
Strategies/Structures for “Pairs” or “Partners”
 Paired Heads Together

 Teacher asks a question and gives think time.
 Students record their answers.
 Students pair up with their shoulder partner and share their
answers. This may be done backand forth Rally Robin style.
 Each student records his/her partner’s answers.
 Students then pair up with their face partners and Rally Robin
their answers.
 The teacher then calls a number and students with that number
share their answers with the class.
Strategies/Structures for “Teams”
 Single Round Robin (Oral Responses)

 Students take turns responding orally in their teams.

 Teacher poses a problem in which there are multiple
possible responses or solutions and provides think
time.
 Students take turns, one-at-a-time, stating responses
or solutions.
 Each student gets one turn.
Strategies/Structures for “Teams”
 Round Table (Written)

 Students take turns generating written responses, solving problems, or

making a contribution to a project. In Round Table, students take turns in
their teams.
 The teacher provides a task to which there are multiple possible
responses and provides think time.
 Students take turns passing a paper and pencil or a team project, each
writing one answer or making a contribution.
Strategies/Structures for “Teams”
 Simultaneous Round Table (Written, Project, or Problem Solving)

 In teams, students each write a response on their own piece of paper. Students
then pass their papers clockwise so each teammate can add to the prior
responses.
 Set-up: Each team of four needs four papers and four pencils.
 The teacher assigns a topic or question and provides think time.
 All four students respond, simultaneously writing, drawing, or building something
with manipulatives.
 The teacher signals time or students place thumbs up when done with the
problem.
 Students pass papers or projects one person clockwise.
 Students continue, adding to what was already completed until each paper or
project as made its way around the entire table.
Strategies/Structures for “Teams”
 Numbered Heads Together (Oral)

 Students number off in a group from 1 to 4.
 Teacher poses a question or problem and gives think time.
 Students lift up from their chairs to put their heads together, discuss, and teach
each other.
 Students sit down when everyone knows the answer or has something to share
or when time is up.
 Teacher calls a number. The student with that number from each team answers
the question for the team, using:
 Response cards
 Chalkboard response
 Manipulatives
 Slate share, etc.
Strategies/Structures for “Teams”
 Talking Chips (Oral)

 Each member of a 4-person team has talking chips (maximum 2 chips each
person)
 Teacher provides a discussion topic and provides think time.
 Any student begins the discussion; placing one of his/her chips in the center of
the table.
 Any student with a chip may continue discussing in turn after placing his/her chip
in the center of the table.
 When all chips have been used, the discussion is ended or teammates each
collect their chips and continue the discussion using their talking chips.
Strategies/Structures for “Teams”
 Jigsaw

 Starting with a base team, students number off from 1 – 4.

 All the #1’s from each team will join together to form a new expert group.
 All the #2’s from each team will join together to form a new expert group.
 All the #3’s from each team will join together to form a new expert group.
 All the #4’s from each team will join together to form a new expert group.
 Teacher supplies each expert group with a separate reading or research selection.
 Each student in the new groups becomes an “expert” on that particular topic by working,discussing, and
sharing information with members from the other teams.
 Upon returning to their base teams, each of the 4 “experts” teaches their base teammates about their topic.
 Base teams are able to complete the task because of the contributions of each of the “experts.”
 Works well for acquisition and presentation of new information. e-group instructional area.
 Small-Group Instruction Areas-Arrange this area so you can monitor the rest of the class from your seated
teaching position.
Organizing your Classroom and Supplies
Arranging the physical setting for teaching is a
logical starting point for classroom management
because it is a task that all teachers face before school
begins. Many teachers find it easier to plan other
aspects of classroom management once they know how
the physical features of the classroom will be
organized.
5 Keys to Good Room Arrangement
 Use a room arrangement consistent with your
instructional goals and activities.
 The way your room is arranged should coincide with the
goals and activities set for the lesson.Arranging the physical
setting for teaching is a logical starting point for classroom
management because it is a task that all teachers face
before school begins. Many teachers find it easier to plan
other aspects of classroom management once they know
how the physical features of the classroom will be
organized.
5 Keys to Good Room Arrangement
 Keep high traffic areas free of congestion.
 Areas such as the pencil sharpener and trashcan should be
visible and easily accessible.

 Be sure students are easily seen by the teacher.

 Makes sure the desks are positioned where all students can
view the teacher and vice versa.
5 Keys to Good Room Arrangement
 Be certain students can easily see instructional
presentations and displays.
 Makes sure desk are set up so the students can view bulletin
boards, white boards, and any other display of importance in
the classroom.

 Keep frequently used teaching materials and student

supplies readily accessible.
 Make sure there is easy access to the efficient storage of
materials and supplies
 Arrangement of Student desks - Arrange desks so
students are facing and can readily see the primary
whole-group instructional area.

 Small-Group Instruction Areas - Arrange this area so

you can monitor the rest of the class from your
seated teaching position.
Checklist Room Preparation
 Floor Space
 Student desks/table
 Small-group area
 Computer Workstations
 Teacher’s desk and equipment
 Bookcases
 Centers
 Pets and plants area
 Traffic patterns
 Classroom library
Checklist Room Preparation
 Storage Space and Supplies
 Textbooks and trade books
 Student Work
 Portfolio Files
 Frequently used instructional material
 Teacher’s supplies
 Classroom supplies
 Student belongings
 Equipment
 Seasonal or infrequently used items
“Routines are the backbone of daily classroom life. They
facilitate teaching and learning…. Routines don’t just make
your life easier, they save valuable classroom time. And what’s
most important, efficient routines make it easier for students to
learn and achieve more."
—Learning to Teach…not just for beginners by Linda
Shalaway
Activity: “Think and Share”
Here's how to use Think and Share in your online discussion.

1. Provide questions in every students.

2. Each student shares their answer to their classmates and to their professor.
3. Every student need to share their answer through google classroom, google
meet or messenger.

Questions:
4. What is your greatest inspiration to pursue your dreams of being a mathematics
teacher in the future?
5. As a student, how would you describe if a group has teamwork skills?
6. As a future Teacher, do you think you can possess the strategies in having CLS?
Why do you think so?
References:
• https://continuallylearning.com/top-10-cooperative-learning-structures/
•
https://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.php
• http://tutorials.istudy.psu.edu/cooperativelearning/cooperativelearning4.html
• https://empoweringeducation.org/wpcontent/uploads/2017/07/ActiveCooperativeEngageme
ntStratStructuresforPairsandTeams.pdf?fbclid=IwAR2T7XHDh9YjQlB5kK3_p8aRHP0x
Pod__6O6eblg0J-HggodsjZvCx1OlE
• https://anelsonedu1.weebly.com/5-keys-to-good-room-arrangement.html
•https://www.unco.edu/cebs/teachereducation/undergraduateprograms/classroom_managem
ent.aspx?fclid=IwAR1xWOYusAYzYaZzQqsNei6z_5o4-baNk5-
fvrlpUW1xuAGzL4kcd6SqzB8
• https://www.weareteachers.com/classroomproceduressavesanity/?fbclid=IwAR2sAdNzrR4
fWvX8BkckOuiaRq8FYOvS7AqZ_Xbyav6nSg
 THANK YOU FOR LISTENING!
Discussants:
Angel Rose N. Caidic
Crizelle Anne D. Dela Cruz
John Lloyd R. Taroma

BSEd-Mathematics 3101

MEd 313
Principles and Strategies in Teaching Mathematics