Cooperative+Learning




 * Cooperative Learning** brings students together to learn in groups of various sizes, depending on the teacher's strategies and goals. Depending on grade level and upon the teacher's assessment of students' maturity level, students can work together with or without the teacher's direct supervision. Cooperative brainstorming sessions, engaging discussions and working together in spirited collaboration are some of the hallmarks of a successful and exciting cooperative-learning experience.

__Description__
Cooperative learning offers students the opportunity to learn to participate in educational pursuits in teamwork fashion toward reaching a specific goal. Johnson, Johnson and Smith (1991) reported that generally, there are three types of collaborative work groups: informal learning groups, formal learning groups, and study teams. Whichever type you choose remember that not all students will know //how// to learn in groups, so proceed slowly and purposefully. You will likely have to teach them the skills they need (communication, decision-making, etc.), then have them practice before getting too far into this type of learning.
 * //Informal//: Temporary teams formed in an impromptu kind of way. An example is when a teacher asks students to turn to his or her “neighbor” to discuss a topic and then present their findings to the class.
 * //Formal//: Assigned to explore and complete a specific task, such as taking a virtual tour of a city, finding answers to specific queries and completing a written assessment.
 * //Study Teams//: Groups of learners organized for long-term projects to provide each other with support, assistance and encouragement in reaching a stated goal.

__Relevance__
Cooperative learning can be successful for teachers who have identified students who learn better within groups. According to Roger Johnson and David Johnson (1985), students learn more when they work cooperatively compared to when they work alone. Additionally, students retained more of what they learned. Those who were considered to be “slow” learners made the greatest improvements (p. 22-26).

__Benefits For Learners__[[image:cooperative_learners2.jpg width="373" height="270" align="right"]]
Applying a cooperative learning strategy in the classroom offers the potential of plentiful rewards, including:
 * Better understanding and retention of subject matter and learning goals
 * Better participation rate as each student contributes to a common goal
 * For some learners, increased enthusiasm will be realized especially if they are the type of person who learns well with the help and encouragement of others
 * Students learn and practice brainstorming in order to work together cooperatively
 * Students may gain a better appreciation for self-directed learning when the teacher is not at the front of the class just “telling” students what to do
 * Students learn to be independent learners

Working together toward a common goal can result in much more than just the school environment. This strategy can also go a long way in making the person more successful in life. Imagine learning early in life how to cooperate in teams and how that can be positive later in life at work, at social gatherings and in other adult pursuits.

__Benefits For Teachers__
Some teachers have found that they spend too many hours working on lesson plans, grading coursework and then completing the administrative needs of being a teacher. Some of these teachers have turned to cooperative learning for a part of their curriculum. Students are empowered to learn among themselves and can even participate in the grading aspect. The trick is to plan carefully and to have students who are committed to working politely and staying on-task so as not to create havoc. Teachers have also found this strategy to be beneficial in adding some creativity in the classroom.

**THINK-PAIR-SHARE:**

 * The teacher asks a question pertaining to the day’s lesson, preferably one that requires some level of analysis or evaluation (think). Students can take some time to collect their thoughts then discuss their ideas with two other students (pair). Students can take notes during the discussion to either support the others’ views or have another stance. When the discussion is completed, each student can talk to the entire class or another group briefly about what his or her evaluation was and how the discussion may have made them think differently about their original analysis or maybe how the discussion further bolstered his or her analysis (share). The idea is to work together then learn by what others are saying and verbalizing it all. More about Think-Pair-Share.

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 * TEACHING MATH AS A SOCIAL ACTIVITY:**
 * This particular exercise in teaching math as a social activity is very insightful, requiring the teacher to be in tune one-on-one with students as collaborator. This learning strategy requires students to be open in accepting ideas and comments – learning to do so, in fact -- and engaging the lesson with discussions that are not normally associated with the typical teacher at the head of the classroom scenario.


 * Students have a major role in coming to conclusions on what would normally seems like a typical math lesson. They work together to solve given situations. This is only possible because they first build social skills to learn to work together, regardless of the subject. That, to me, is the key to it all. Sharing ideas is paramount. Kids are comfortable. When it works, it’s an amazing achievement

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__Analysis__
To be sure, teaching youngsters though cooperative learning is not easy -- it does not come without complications, challenges and potential downfalls. Left unchecked and without proper planning, students can be unruly. In some cases, teachers may become overwhelmed because they think the students are taking over the entire learning process! That is why it is critical to approach this strategy in measured steps: know your students, know as best as possible what they are capable of, and know their personalities.

But when cooperative learning sessions are hitting on all cylinders, the accomplishments extend far beyond what students are learning insofar as the topic itself. More amazingly is seeing students grow, getting along with people. and becoming thinkers and self learners.