The Positive Effects Of Cooperative Learning

Content-wise our group did a strong job focusing on distinguishing the differences in two different classroom approaches, such as direct learning versus cooperative learning. Through multiple research studies we were able to express to the class the benefits students receive when actively engaged in a cooperative learning environment. We used the textbook definition for cooperative learning and an in-class presentation to define direct learning, which helped assist the class in understanding the differences, especially because

The evidence-based teaching strategy that was implemented in the video was cooperative learning. Cooperative learning provided the students with the opportunity to practice their problem through discussion and building upon one another to create a solid foundation of understanding and maximize learning.

Cooperative Learning is a method of teaching and learning in which students work together to explore a significant question or create a meaningful project. In Cooperative Learning, students work together in small groups on a structured activity in order to accomplish shared learning goals. (Abass)

Secondly, the intervention goal is to improve students’ comfortability and motivation to work together to co-create knowledge. To promote group work and collaboration, cooperative learning will be used so students can work together to make sense of new information and solve problems. The first step is to ensure that the students understand and believe that the classroom is a safe and a nonjudgmental environment which will be accomplished by having students at the beginning of the schoolyear introduce themselves, provide their interests, and state what they would like to learn from the class. The teacher will establish pre-assigned, diverse, semester-length, groups for students to complete group work. Once students are acquainted with each other, they will engage in team-building exercises pertinent to a particular American history topic being learned to help develop rapport (e.g., each group member teaches each other something new about the topic). Overall, these steps will create a cooperative learning environment that will initiate motivation and comfortability.

(Woolfolk, 2013) talks about Cooperative learning, which is learning by working and talking to others. This allows participants to engage in discussion, elaborate, question and expand on their knowledge with each other. This can take place within group work, paired work and between teacher and pupil. Vygotsky’s theory suggest that for learning to be successful during social interaction; reasoning, comprehension, critical thinking takes place and then is internalised. Cooperative learning provides the purposes for scaffolding to take place to help advance learning. (Woolfolk,

Cooperative learning will be a method I use in my classroom. I believe that in a cooperative learning group a student can learn socialization skills and how to work with others. This goes along with the pragmatic/progressive philosophy that children learn by doing. The progressivism teaching style also includes the incorporation of problem-solving and critical thinking techniques. I want my students to learn to think for themselves and be able to function in society. At the same time, I will be a fellow learner myself and

Collaborative learning stems from the theory of Vygotsky’s conception of Zone of proximal development. The thought is that children learn best with “help and guidance” (Ormrod, 2012). In transitioning this zone to a collaborative learning experience, children work with their peers in broadening their learning experience, allowing small groups of students to work together to share knowledge, exchange ideas, problem solve, and more. These classroom environments help to create durable abilities in students and aid in producing a “smoother integration into adult society when the activities resemble real-world tasks” (Ormrod, 2012). As students work with peers and adults, they adopt some of the learning strategies demonstrated and develop more skills in problem solving. This scaffolding creates a trickle-down effect of knowledge construction. In collaborative learning, students are afforded a myriad of enriching opportunities to explore perspectives that may differ from their own. These activities serve to create a self-awareness in the student of their responsibilities to a group, requiring them to self-monitor their activity (Lee, Tsai, Chai, & Koh, 2014).

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. Cooperative efforts result in participants striving for mutual benefit so that all group members: * gain from each other's efforts. (Your success benefits me and my success benefits you.) * recognize that all group members share a common fate. (We all

In the growing global society of the 21st century we must prepare our students for a team oriented approach to learning. Cooperative learning allows the development of many different skills in the classroom. As many educators know every student is at different intellectual levels when they enter their classrooms. Cooperative learning allows small groups of students with different abilities to learn from their peers. Through teamwork students learn to appropriately commend others when a task is accomplished. Although, students will be working together for a common goal, each individual student will be responsible for their own work. There are several positive outcomes for students through the use of cooperative learning. In particular, it promotes positive interaction between members of different cultures and socio-economic groups. Additionally, it motivates students to learn new material ensuring student metacognition. To sum up my thoughts about cooperative learning I feel this learning technique offers many benefit’s to students and should be evident in daily learning.

A snapshot view of learning in the modern classroom depicts a dynamic environment, teaming with diversity among the learners who constitute the members. Students and their teachers enter the classroom each day with the desire to further their own education whether that be in finding ways to gain or impart knowledge. Research clearly indicates students need to be active participants in their own knowledge acquisition. Studying the benefits of working in collaborative groups in the early 1990s, Margaret Cintorino discovered “The opportunity for learning is increased enormously if students are allowed to make meaning for themselves, among themselves” (1993, p. 31). In her qualitative analysis of her own classroom experiments, Cintorino

There is tendency for less distraction when all students are concentrated in unity. This collaboration and teamwork also proves to be a pre-cursor for pupils in exhibiting boosted self-confidence and self-esteem; both being conducive in personal development and end results as parts of the learning process.

A study done at the University of Memphis by Ben Dyson looked at the teacher perspective on the implementation of a cooperative learning program and the students’ reactions to the Cooperative Learning Model being implemented. The study focused on two mixed third- and fourth-grade classes at Loon Elementary School (B. Dyson, 2002). The study found that the implementation of cooperative learning might take time for the teacher to become used to but has a positive outcome (B. Dyson, 2002). This model correlates directly with the three learning domains (psychomotor, cognitive, and affective) and with the national standards for physical education (B. Dyson & S. Grineski, 2001). Another study done by two researchers in Finland looked at how this method effects the development of social helping behavior (S. Polvi and R. Telama, 2000). There were 4 groups of 11-year-old girls that were researched over 9 months for 2 hours each week (S. Polvi and R. Telama, 2000). It found that the implementation of a cooperative learning or se-education has a positive effect in a physical education class (S. Polvi and R. Telama, 2000).

According to Barbara et al. (1992) “Collaborative learning” is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most center on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it.

Cooperative learning is the technique in which class is distributed in to small groups and assign task to them. The success of the learner is dependant on the success of the group so in that way all the students cooperative with each other and learn in that way.

As a future educator, I want my own students to have those same experiences that I have had and cooperative learning is a perfect way to motivate the development of collaborative skills.