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Cooperative learning is a structured form of group work where students work together to complete tasks and are rewarded based on group performance. It differs from simple group work by ensuring individual accountability and participation from all group members. The document outlines various cooperative learning strategies like think-pair-share and jigsaw technique. It also discusses the key elements, characteristics, and benefits of cooperative learning, which include improved academic performance, development of social skills, and creating an active learning environment where all students can succeed.

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Sudheshma Subramanian
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61 views

Assignment

Cooperative learning is a structured form of group work where students work together to complete tasks and are rewarded based on group performance. It differs from simple group work by ensuring individual accountability and participation from all group members. The document outlines various cooperative learning strategies like think-pair-share and jigsaw technique. It also discusses the key elements, characteristics, and benefits of cooperative learning, which include improved academic performance, development of social skills, and creating an active learning environment where all students can succeed.

Uploaded by

Sudheshma Subramanian
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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COOPERATINE

LEARNING

ATHIRA.S.D
NATURALSCIENCE

INTRODUCTION
Co-operative learning is very similar to collaborative learning except that it introduces
a more structured setting with the teacher in total control of the learning environment.
Collaboration is a philosophy of interaction and personal life style whereas co-operation is a
structure of interaction designed to facilitate the accomplishment of an end product or goal.
The key difference between them is the level of contribution expected of each member of the
group. Co-operative learning is defined as Instructional methods and techniques in which
pupils work in small groups and are rewarded in some way for the performance as a group.
Co-operative learning enhances students academic management and social skills.

CONTENT
In cooperative learning, students work together in small groups to complete a
structured task or goal. It is more than just working in a group, as group work alone does not
guarantee cooperative learning. As you may have experienced, when students are simply
required to work together, they are usually rewarded based on the success of the entire group.
It is all too often the case that only some members of the group do all of the work. It cannot
be said that all of the members are actually learning. On the other hand, in cooperative
learning, members of the group are not only rewarded based on the success but are also
individually accountable for their own work. The task or activity is structured in a way that
requires the input and participation of every group member. As a result, all of the group
members learn from each other.

METHODS OF COOPERATIVE LEARNING


There are a number of cooperative learning strategies can be used in different
situation in the classroom.

Think pair share


Jigsaw technique

Think pair share


This methods allows students to engage in individual and small group thinking before
they are asked to answer questions in front of the whole class.
Steps in think pair share
i.
ii.
iii.
iv.

Groups of 4 students listen to a question posed by the teacher.


Individual students are given time to think and write their responses.
Pairs of students read and discuss their responses.
A few students are called on by the teacher to share their thoughts and ideas with the
whole class.

Jigsaw technique
The key to implementation of Jigsaw is the creation of gap in students information
and using this gap as a motivator for their further involvement in the learning processes.
Jigsaw 1 has main components: reading, expert group discussion, team report, testing and
team recognition. In Jigsaw after the material to be learnt is divided in 2 separate units, it is
presented in base group or home teams of 4/6 heterogeneous members assembled by the
teacher. Individual members of the base group are then given separate parts of the whole
academic textual material. Each home team takes responsibilities for one aspect of the
problem in question. Having learned something about their parts for learning, they come
together in expert or study groups to study discuss and refine their understanding of their
shared parts. After they assure themselves that everyone has digested the materials, they
return to their base groups and take turns to teach what they learned to their teammates.
Jigsaw II is different from Jigsaw 1 in such a way that each student should study the
whole assignment rather than a section of it. After the teacher introduces the whole them each
member is asked to study a specific segment of the topic thoroughly. Individuals meet their
other team members who have the same topic in expert team. They, at this stage in their
home teas, also learn something more in the areas they have not been provided with recourses
or sufficient knowledge from others in expert teams. Finally they are subjected to a class
wide discussion or a question and answer session. They also take a test which covers the
entire sub topic. Jigsaw II stresses on individuals improvement evaluation.

Elements of cooperative learning


i.
ii.
iii.
iv.
v.

Face-to- face interaction


Positive interdependence
Individual accountability
Collaborative skills
Group processing

Face-to-face interaction: In cooperative learning situation, students interact, assist one


another with learning task and promote one anothers success. The small group settings allow
students to work directly with one another, to share ideas and opinions, to come to common
understandings and to work as team
Positive interdependence: In cooperative learning classrooms, students work together to
ensure the success of each student. Positive interdependence is a management system that
encourages students to work together and teaches students that school life for each one of
them is enhanced when everyone succeeds.
Individual accountability: In cooperative learning settings, each student is held accountable
for his/her own academic progress and task completion.
Collaborative skills: cooperative learning offers students a chance to develop the
interpersonal skills needed to succeed at school, work and within the community. Primary

among these skills are effective communication, understanding and appreciation of others,
decision making, problem solving, conflict resolution and compromise.
Group processing: Groups of students need to evaluate and discuss how well they are
meeting their goals, what action help their group and what action seem to hurt group
interactions.

Characteristics of cooperative learning

Uses small groups of four or five students (microgroups)


Focuses on tasks to be accomplished
Requires group cooperative and interaction
Mandates individual responsibility to learn
Supports division of labour

Benefitsof cooperative learning

Improvement of comprehension of basic academic content


Reinforcement of academic skill
Student decision making allowed
Creation of active learning environment
Boosted students self-esteem
Celebration of diverse learning styles
Promotion of student responsibility
Focus on success of every one.

CONCLUSION
Cooperative is one of the most remarkable and fertile areas of theory, research and
practice in education. Cooperative learning is an instructional method that encourages
students to work in groups to master material presented by the teacher. It is a kind of teaching
learning strategy in which students learn together and complete common goals. In this
method students listen, argue, discuss, explain and teach in their effort to help each other and
master the academic content presented by the instructor. Group members are responsible for
making sure all members understand the material.

REFERENCE
Dr.Mariamma Mathew, teaching science for biological and physical science,NAS
publishers, pp;169-171.
Dr. K. Sivarajan&Prif.A. Faziluddin, science education- methodology of teaching and
pedagogic analysis, pp; 207-208.

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