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These cookies do not store any personal information. Non-necessary Non-necessary. Pair and group members experience themselves as a team and are on the same side working toward the same goal. To ensure positive interdependence while working with cooperative learning, two requisites must be met: students should feel on the same side and the task should require working together. In the cooperative classroom, students work together as a team to create and to learn, but ultimately every individual student is responsible for his or her own performance.
Pair and group work is usually very well welcomed by students, but the problem is that it is difficult to check whether students are equally working. Cooperative learning strategies instead make sure every student in each team or pair is equally contributing to the final achievement.
They are actually designed to make students interact and to have everyone at every step of the activity fulfil a specific task. In sequential interaction, when only one student at a time is engaged, the teacher talks at least twice for each time a student talks. And when the teacher is the most active participant in the classroom, students are obviously disengaged and most likely bored as well.
Cooperative learning strategies on the contrary are designed to produce simultaneous interaction, so to engage as many students as possible simultaneously. What teachers soon observe when working with cooperative learning strategies is that working together will offer students the chance to know their classmates better. It also helps to create a better community and therefore a warmer atmosphere in the classroom.
Moreover, cooperative learning strategies often offer students a break from the lesson, giving them also the possibility to move around in class. And cooperative learning strategies are a great opportunity to engage students in active learning methods involving movement as well.
Using different strategies in class fosters communication among students, and can make the class more meaningful and fun at the same time. But yet they are often neglected in school curricula. Cooperative learning strategies are not only very scalable but most of the time they require very little to no preparation. And some of them last less than 5 minutes , having in this short period of time all students in class being challenged and engaged. Teachers can start by implementing one single strategy in their own lesson and then evaluate the outcomes in different school classes.
Strategies like Think-Pair-Share or Circle-The-Sage, for example, are not time-consuming at all and do not require a long preparation either. Think-Pair-Share is the solution to the situation every teacher encounters when asking a question in class: having the same student s answering every single time. Most of the students do not even feel challenged to think of a possible answer, not to mention speaking up. This happens for many reasons, probably not only due to a lack of knowledge or preparation, but also due to a lack of self-confidence.
Cooperative learning strategies also engage introspective and slower students, who need time before they feel ready to answer. In Think-Pair-Share the teacher asks a question to the whole class, as he or she would do at the beginning or at some point of the lesson. Depending on the age and on the level of the students, it could be something that requires personal interpretation at some point or not. Students get some solo time to think about a possible answer- or to write it down- then they turn to their classmate sitting next to them and get some pair-time to share and discuss what they have just found out.
At the end of this activity, the teacher randomly chooses two or three pairs and asks them to briefly share their answers or responses. No matter how old students are- I have successfully used this strategy not only for small children but even in my teacher training courses — it is astonishing how much mutual interaction deepens their understanding.
Think-Pair-Share can also be used to have students reflect on a topic, even when no right interpretation is needed, and, being the simplest and most famous cooperative learning strategy, can be the first one to be implemented. Another very effective strategy for engaging students in answering a question is Circle-the-Sage.
There are so many best practice strategies to consider when using the cooperative learning approach in the classroom. Several strategies for teachers to use that involve cooperative or group learning include pair-share, small groups quads , and mixed skill groupings. One common strategy that teachers use is called pair-share.
Students can discuss a question or topic, and then share with the whole class. Teachers who plan cooperative lessons often use small groups or quads groups of 4. Students are assigned roles within the group so that they can divide and conquer the learning task at hand. For example, the reporter is responsible for sharing out the new learnings of the task.
Often quads are divided into mixed skill groups. This can help students who struggle to have higher-level students mixed with lower-level students so that peer learning and coaching is incorporated. All of the mentioned techniques require planning and coordination on the part of the teacher. When used in combination with individual learning assignments, cooperative learning can enhance classroom instruction and make learning more social and fun for students. Search for:. Charles B.
Middle school principal; M. July 31, Teaching Strategies. Home Teacher Resources Teaching Strategies. Share on facebook. Share on linkedin. Share on twitter.
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