COOPERATIVE LEARNINGEDFD 211 EDUCATIONAL PSYCHOLOGY

RoadMap

DEFINITION & THEORETICAL PERSPECTIVE

GROUP ACTIVITY

STRUCTURES &

ELEMENTSBENEFITS

What is Cooperative Learning?

“ the instructional use of small groups through which students work together to maximize their own and each other’s learning”

( Johnson et. Al, 1994 as cited by Duckworth, 2010)

Cooperative Learning are grounded in several theoretical perspectives ;

• Cognitive Developmental - Lev Vygotsky & Jean Piaget

• Behavioural Learning theory – B. F. Skinner

• Social interdependence – Kurt Koffka

Cognitive Developmental PerspectiveLev Vygotsky

(Social Development Theory)

• focused on development based on interaction between students and their social environments.

• Students assisted one another during their interaction and solved the problem more effectively than if they have worked alone

Jean Piaget (Cognitive Development)

• Focused on how students interacts with nature and other objects to initiate understanding.

• He suggested that cognitive development is stimulated by peer interactive experiences.

Behavioural Learning Theory Perspective

According to B.F. Skinner, students could be conditioned to acquire desirable skills and behaviours. If they are rewarded for working cooperatively they would continue to do so.

Social Interdependence Perspective

The theory was introduced by Kurt Koffka proposing that the interdependence among group members can differ and in turn change the way the group acts as a whole.

Two types of Social Interdependence

1.Positive Interdependence if one student is successful, the other students can

be successful.Cooperating

2.Negative Interdependence if one student is successful, the other students

cannot be successful. Competitive state

GROUP ACTIVITY

ELEMENTS COOPERATIVE LEARNING

Cooperative Learning Elements1. POSITIVE INTERDEPENDENCE

group members are obliged to rely on one another to achieve the goal. “sink or swim together” mentality

2. INDIVIDUAL ACCOUNTABILITYall students in a group are held accountable for

doing their share. They cannot rely on other members to do the work for them.

Cont..3. FACE TO FACE PROMOTIVE INTERACTION according to Johnson & Johnson, meeting face to face to work together to complete tasks and promote each other’s success is essential to the group.

Cont..,4. INTERPERSONAL AND GROUP SKILLS

students are encouraged and helped to develop and practice trust building, leadership , decision making, communication and conflict management skills.

5. GROUP PROCESSINGstudents set up goals, assess what they are doing

well as a team, and identify changes they will make to function more effectively in the future.

STRUCTURES OF COOPERATIVE LEARNING

Cooperative Learning Structures1. Problem sets

students complete their assignments in groups, the groups are encouraged to include only the names of the actual participants. They do not let nonparticipants or “hitchhikers” get good grades for work they didn’t do and begin to omit names of members.

2. Laboratories and Projectsmaybe carried out by teams, except that again the

team grades should be adjusted for individual performance

3. Jigsawrefers to the ability to put all the individual topic or

pieces together in order to see the entire picture. Topic is divided into sub units and assigned to each group. The group then divides the subtopic further so each group member has some piece of the topic to work on.

4. Peer EditingPairs of groups do the critiquing for each other’s first drafts (written) or run through (oral). The groups then revise their reports and presentations before submitting it to the instructor or teacher.

5. Peer Led Team learning (PLTL)

TYPES OF CL GROUPS

Types of Cooperative Learning Groups

Formal Cooperative Learning Groups the teacher determines group size and teaches the concepts, principles and strategies necessary for effective group cooperation.

The teacher then assigns the group activity and is available to intervene if help is needed.

Types of Cooperative Learning Groups

Informal Cooperative Learning Groupsstudent groups converge for very short

periods of time throughout the lesson to clarify and summarize lecture topics.

Think – Pair – Share

Tuckman’s Team Development Model

Bruce Tuckman - “forming,storming, norming,and performing”

forming

storming

norming

performing

Cooperative Learning VS Traditional Learning

Traditional Learning Groups

• Focus is on individual performance only.

• Group members compete with each other and withhold information -- "If you succeed, I loose."

• Only individual accomplishments are rewarded.

Cooperative Learning Groups

• Focus is on group performance.

• Each group member believes that they cannot succeed unless the other members of the group succeed (and visa versa) -- If you win, I win!"

• Group as well as individual accomplishments are rewarded.

Cont..,Traditional Learning Groups

• Assignments are discussed with little commitment to each other's learning

• Social skills are assumed or ignored.

• One person often "takes charge" and does all the work.

Cooperative Learning Groups

• Group members help, assist, encourage, and support each other's efforts to learn.

• Teamwork skills are emphasized -- members are taught and expected to use collaborative skills.

• Leadership shared by all members.

THE END! QUESTIONS?!

Thank you!

Prepared by: RACHELLE A. SORIANOMHRIM /1278894