Principle of Teaching 1 (Cooperative Learning)

1. Cooperative
Learning
Franklin De Flor

2. Cooperative Learning
• It is where the students
work in group or team to
help each other learn.
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3. Characteristic Features
• It has two important
components
–Cooperative incentive structure
–Cooperative task structure
• Students work in team to
tackle academic task
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4. • Reward system are group-oriented
rather than
individually-oriented.
• The interactions within the
group is controlled by the
members themselves
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5. • Teams are made up of mixed
abilities. High, average, and low
achievers.
• Each individual learner is
accountable for his/her
learning.
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6. • The group reflects on and
evaluates the group process
they underwent
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7. Guidelines for its
Effective use
• Heterogeneous grouping where
in high, average and low.
• Make sure that the students
exhibits the necessary social
skills to work cooperatively in
group situation.
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8. • Arrange the furniture so that
the groups of students can sit
facing each other during
session.
• Provide adequate learning tools
so as not to make others wait at
a time that are needed.
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9. • Make sure each group
understands the goals,
procedures, task and methods
of evaluation.
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10. Overview of selected structures
in cooperative learning
Teambuilding
• Roundrobin
• Each students in turn share
something with his/her teammates.
• Expressing ideas and opinions.
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11. Classbuilding
• Corners
• Each students moves to a corner
of the room representing a
teacher-determined alternative.
• Seeing alternative hypotheses,
values, problem solving,
approaches.
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12. Communication Building
• Match Mine
• Students attempt to match the
arrangement of object on a grid of
another student using oral
communication only
• Vocabulary development,
communication skills, role taking
ability.
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13. Mastery
• Numbered Heads Together
• The teacher ask a question, students
consult to make sure everyone knows
the answer, then one student is called
upon to answer.
• Review, checking for knowledge,
comprehension. Tutoring.
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14. Mastery
• Color-coded co-op cards
• Students memorize facts using a flash
card game. The game is structured so
that there is a maximum probability of
success at each step, moving from
short term to long term memory.
Scoring is based on improvement.
• Memorizing facts, helping, praising.
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15. Mastery
• Praise Check
• Students work in pairs within the groups of
four. Within pairs students alternate – one
solves a problem while the other coaches.
After every two problems the pair checks
to see if they have the same answer as the
other pair.
• Precticing skills, helping, praising
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16. Concept development
• Think-pair share
• Students think to them selves on a
topic provided by the teacher; they
pair up with another student to
discuss it; they then share their
thoughts with the class.
• Generating and revising hypothesis,
inductive reasoning, application.
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17. Concept development
• Three step interview
• Students interview each other in pair,
first one way, then the other. Students
each share with the group information
they learned in the interview
• Sharing personal information such as
hypothesis, reactions to a poem,
conclusion from a unit. Participation.
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18. Multifunctional
• Roundtable
• Each student in turn writes one answer as
a paper and a pencil are passed around
the group. With simultaneous roundtable
more than one pencil and paper are used
at once.
• Assessing prior knowledge, practising
skills, recalling information, creating
cooperative art.
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19. Concept Development
• Team Word-Webbing
• Students write simultaneously on a
piece of chart paper, drawing main
concepts, supporting elements, and
bridges representing the relation of
ideas in a concept.
• Analysis of concepts into components,
understanding multiple relations among
ideas.
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20. Multifunctional
• Inside-outside circle
• Students stands in pairs in two concentric
circles. The inside circle faces out; the
outside circle faces in. students use flash
cards or respond to the teacher questions
as they rotate to each new partner.
• Checking for understanding, review,
processing, helping. Tutoring, sharing,
meeting classmates.
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21. Multifunctional
• Partners
• Students work in pairs to create or master
content. They consult with partners from
other teams. Then they share their
products or understanding with the other
partner in their team.
• Mastery and presentation of new material,
concept development. Presentation and
comm. Skills.
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22. Multifunctional
• Jigsaw
• Each student on the team becomes an
“expert” on the topic by working with
members from other teams assigned the
corresponding expert topic. Upon returning
to their teams, each one in turn teaches
the group; and students are all assessed
on all aspects of the topic.
• Acquisition and presentation of new
material.
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23. Multifunctional
• Co-op Co-op
• Students work in groups to produce a
particular group product to share with the
whole class; each student makes a
particular contribution to the group.
• Learning and sharing complex material,
often with multiple sources; evaluation;
application; analysis; synthesis. Conflict
resolution; presentation skills.
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24. Advantage of Cooperative Learning
• Interdependent relationship is
strengthened and reinforced when
group cooperation is rewarded.
• Group work develops friendliness,
willingness to assist and more
worthwhile value of caring and
sharing.
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25. • Cooperation in groups promotes
maximum generations and
exchange of ideas, tolerance and
respect for other people’s points
of view.
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26. • Cooperative learning groups
exhibits less competitive behavior
compared to whole-class teaching
classroom
• The group members gain skills of
cooperation and collaboration
through experience.
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27. Thank You 
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