Cooperative Learning

HYIS

http://www.youtube.com/watch?v=
kn8faeuQjE0
 Cooperative Learning
Research-Based Strategies for Increasing
Student Achievement
Compiled from:
Classroom Instruction That Works!
By: Robert J. Marzano, Debra J. Pickering & Jane E. Pollock
Classroom Instruction That Works!
Facilitator’s Manual
By: McREL
Classroom Instruction That Works!
Participant’s Manual
By: McREL

Curriculum & Staff Development Center

Training Outcomes
Participants will:

 learn the elements of cooperative

learning
 Learn what is takes for students to
work successfully in cooperative
groups
 Identify ways to implement
Cooperative Learning strategies into
the classroom
Discussion Question
Table Talk Activity:

Think about your own experiences with

cooperative learning as both a learner
and as a teacher. Discuss with your
table mates the pros and cons of using
this strategy. Record your responses
on paper.
 Ave. Effect Percent No. of
Category Size (ES) ile ESs
Gain
Identifying Similarities and 1.61 45 31
Differences
Summarizing & Note Taking 1.0 34 179

Reinforcing Effort and Providing .80 29 21

Recognition
Homework & Practice .77 28 134

Nonlinguistic representations .75 27 246

Cooperative .73 27 122

Learning
Setting Objectives & Providing .61 23 408
Feedback
Generating & Testing Hypotheses .61 23 63

Questions, Cues, and Advance .59 22 1,251

Organizers
Four Planning Questions for Instruction
What knowledge will Which strategies will
students learn? provide evidence that
students have learned
that knowledge?

Which strategies will Which strategies will

help students help students acquire
practice, review, and and integrate that
apply that knowledge?
knowledge?
Four Planning Questions for Instruction
What knowledge will Which strategies will
students learn? provide evidence that
students have learned
that knowledge?

Cooperative Learning

Which strategies will Which strategies will

help students help students acquire
practice, review, and and integrate that
apply that knowledge?
knowledge?
Generalizations from the Research on
Cooperative Learning

1. Organizing groups based on

ability levels should be done
sparingly.
2. Cooperative learning groups
should be rather small in size.
3. Cooperative learning should be
used consistently and
systemically, but should not be
overused.
Recommendations for Classroom Practice:
Cooperative Learning

1. Use a variety of criteria to

group students.
2. Use informal, formal and base
groups.
3. Keep the groups to a
manageable size.
4. Combine cooperative learning
with other classroom
structures.
Recommendation # 1

Use a variety of criteria to group students.

Recommendation # 2

Use informal, formal and base groups.

FORMAL GROUPS:
Basic Components of Cooperative Learning
1. Positive Interdependence
Sense of “sink or swim” together
2. Face-to-Face Promotive interaction Helping
each other learn, applauding efforts and success
3. Individual and group accountability Each of
us has to contribute to the group achieving its goal
4. Interpersonal and small group skills
Communication, trust, leadership, decision making,
conflict resolution
5. Group processing
Reflecting on how well the team is functioning and
how to function even better
Rubric for Effective Interpersonal Skills

I actively help the group work together. I join group

4 activities without being asked. I say what I think in a
way that respects what others feel and know.

I join group activities without being asked. I say what

3 I think in a way that respects what others feel and
know.

I only join group activities when someone asks.

2 Sometimes I say what I think in a way that hurts
others’ feelings.

I do not join group activities, even when someone asks

1 me. Or, I say what I think in a way that hurts others’
feelings.
Recommendation # 3

Keep the groups to a manageable

size.
Recommendation # 4

Combine cooperative learning with other

classroom structures.
TABLE ACTIVITY
How does the list of pros and cons
about using cooperative learning
that the group generated at the
beginning of this training reflect
the generalizations from research
and the recommended classroom
practices?
Key Point # 1

Cooperative Learning is a flexible

and powerful instructional
strategy that should be used
consistently and systematically,
but is should not be overused.
Key Point # 2
Teachers should ensure that the tasks they assign to
formal cooperative learning groups address the
five components of cooperative learning:
1. Positive interdependence
2. Face-to-face promotive interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group Processing
Key Point # 3
• Teachers should use a variety of
criteria for grouping students
and a variety of grouping
structures (i.e., informal, formal
and base groups).
Key Point # 4
To ensure that cooperative learning is not misused or
overused, teachers should:

 provide students with well structured cooperative

tasks
 continually monitor how well students are working
in cooperative groups
 what effects cooperative learning activities are
having students’ learning
 what feedback needs to be given to help students
throughout the entire process, especially those
who are not working well in their groups.
 Major Works for Math:

https://www.teachingchannel.org/videos/comm
on-core-state-standards-elementary-school
Formative Assessment – TEXT ME
http://www.polleverywhere.com/
Reflection on Learning

1. What have you learned about

cooperative learning?
2. What questions do you have about
cooperative learning?
3. What changes might you make in
your practice related to cooperative
learning?
4. What support might you need to
make these changes?