Cooperative Learning

To put in perspective, cooperative learning (CL) is one of the three classroom structures that teachers use interchangeably along with competitive and individualistic learning structures. While the competitive structure seems to be based on the philosophy, “I can swim only if you sink,” the individualistic structure tells, “Let me swim, you may swim, if you like.” Cooperative structure is based on the philosophy, “I can swim only if you swim along with me.”

 

Each of these structures has its own merits and demerits. What could they be? Find these in Educational Pros and Cons to find some points.

Of the three structures, CL will be the focus of our discussion now. This is the first of the teaching strategies that we will be learning, using the training model. In other words, to help you become fluent users of the CL strategy, I will begin with theory, then I will demonstrate (through media), then you will practice the strategy with a select group at your place of work and send me a video of this practice, and finally we will watch these videos and coach each other. These are the four steps of the Training Model that we learned in Unit 1 (remember?).

 

Let me remind you that CL belongs to both DoL and MoT. It belongs to the first dimension of learning—developing positive attitudes and perceptions about learning. It also belongs to the Social family of MoT.

 

Theory

Now to some theory on CL. I would say that the teaching strategy of CL is as old as humanity itself. Also, Jesus Himself used it in His teaching. But more recently CL has been researched and packaged in various forms. The following are some of the main proponents of CL: David and Roger Johnson, Spencer Kagan, Robert Slavin, Shlomo Sharan, Elliot Aronson, and Jeanne Gibbs.

 

What is CL? Why use CL? What are the basic attributes of CL? These are essential questions that come to one’s mind at the onset. Why not read an article written by my classmate at Andrews University—Phil Bassett—who succinctly answers these questions in Cooperative Learning? Towards the end of the article, he also discusses the rationale for using CL in Christian classrooms.

 

Just as Jesus would encourage the use of CL today, White (1952) admonishes us:

Cooperation should be the spirit of the schoolroom, the law of its life. . . . Let the older assist the younger, the strong the weak; and, so far as possible, let each is called to do something in which he excels. This will encourage self-respect and a desire to be useful. (pp. 285, 286)

 

As said earlier, if used well, CL has the advantage of helping students form positive attitudes and perceptions, even as it improves student learning. Please check out Research Review for several research-based benefits of CL.

For studying the essential attributes of CL in a more detailed way, I have here 5 Basic Elements which is fun to remember (why?)

 

I hope you detected the mnemonic device, a sort of acronym—PIGS “face”—to remember these five essential elements of CL. Note that just grouping students and telling them to do a task don’t make it cooperative learning.

 

Five of these characteristics are essential to qualify a group activity as CL. First, giving specific roles (reader, scribe, reporter, time-keeper, artist, etc.) to group members would ensure positive interdependence. Second, individual accountability is enhanced by expecting all members to be equally accountable for learning (by giving quizzes, for example). Third, in CL classes students are given opportunities to reflectively analyze their group’s performance. Fourth, the teacher deliberately incorporates social skills (e.g., disagreeing in agreeable ways) in group engagements and finally, students sit in small circles or “eye to eye, knee to knee” (usually what we can say to young learners!). Hope this explanation has helped you understand the nature of CL.

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