2. 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
3. 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
4. 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.
6. Four Planning Questions for Instruction
What knowledge
will students
learn?
Which strategies
will provide
evidence that
students have
learned that
knowledge?
Which strategies
will help students
practice, review,
and apply that
knowledge?
Which strategies
will help students
acquire and
integrate that
knowledge?
7. Four Planning Questions for Instruction
What knowledge will
students learn?
Which strategies
will provide
evidence that
students have
learned that
knowledge?
Which strategies
will help students
practice, review,
and apply that
knowledge?
Which strategies
will help students
acquire and
integrate that
knowledge?
Cooperative Learning
8. 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.
9. 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.
12. 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
13. Rubric for Effective Interpersonal Skills
4 I actively help the group work together. I join
group activities without being asked. I say what I
think in a way that respects what others feel and
know.
3 I join group activities without being asked. I say
what I think in a way that respects what others
feel and know.
2 I only join group activities when someone asks.
Sometimes I say what I think in a way that hurts
others’ feelings.
1 I do not join group activities, even when someone
asks me. Or, I say what I think in a way that hurts
others’ feelings.
16. 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?
17. 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.
18. 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
19. 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).
20. 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.
21. Major Works for Math:
https://www.teachingchannel.org/videos/comm
on-core-state-standards-elementary-school
23. 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?
