Cooperative Learning

1.
Definition and Examples
2. General Features
3. Characteristics
5 essential components for cooperative learning
Cooperative learning requires the following five essential components to be

successful.
1. Positive interdependence
The teacher should propose a clear objective to the group and emphasize that
the efforts of each member benefit both themselves and the group.
2. Individual and group responsibility
Each person should take responsibility for completing their share of the work.
This helps to avoid social loafing where team members do not contribute
equally and some of them take advantage of the work of others.
Group responsibility also allows for individual evaluation of each student’s
performance to determine who needs support. Each member benefits from the
practice and becomes stronger.
3. Stimulative interaction
Stimulative interaction strengthens relationships among members as they

promote each other’s success, offering help and congratulations and fostering
social commitment.
4. Teaching interpersonal and group practices
The teacher should supply students with the necessary tools to achieve social
integration and encourage them to function as a team.
5. Group evaluation
Group members should analyze how teamwork is developing and how they can
improve their effectiveness in achieving their objectives.
Basic techniques of cooperative Learning
With these guidelines in mind, let’s explore some techniques you can use.
Jigsaw or puzzle
Each team member should be responsible for a part of the training material and
become an expert. The team is divided into a core team and expert groups.
The core team consists of all team members, while the expert groups consist of
experts in different parts of the objective.
Each core team member meets with counterpart experts from other teams and
then returns to their team to pass on what they have learned.
Peer tutoring
This method involves pairing students, with one taking on the role of tutor and
the other as the tutored student.
The student-tutor learns by teaching, while the student-tutored consolidates their

learning through personalized assistance.
Constructive controversy
Generally, this method is developed in groups of four members who receive a

complex topic.
The group is then split into pairs, with two members preparing a position in
favor and two members preparing a position against.
After making their interventions, a constructive debate begins. This allows for
the exchange of perspectives and the integration of better reasoning.
Group investigation
The teacher proposes a complex objective on a topic through a problem, a

challenge, or a question.
Each team chooses subtopics or subgoals to achieve the objective, as if they

were a scientific research team and proposes a work plan to the teacher.
After completing their part of the task, each team presents their findings to the
rest of the teams and the teacher for evaluation.
Reciprocal teaching
Reciprocal teaching is used to share the cognitive load of the task among team
members, helping them to better understand complex texts or problems.
Each team member takes on a specific role such as reading the text,
summarizing it, asking questions, answering them, or making a conclusion.
Numbered Heads Together
Finally, Numbered Heads Together is typically done in groups of four students,

with each member assigned a number from 1 to 4. The students work together
as a team to solve a problem and ensure that all members understand the
solution.
The teacher then calls out a number and the corresponding student explains how
the team solved the problem.
The language used is accessible to a broad, general audience, and the text is free
from grammatical errors, spelling mistakes, and punctuation errors.
The content of the improved text is as close as possible to the source text and no
new aspects have been added.
This procedure encourages mutual pedagogical help and active participation.
Cooperative learning roles
Cooperative learning roles are determined by the technique used. Understanding

these roles will help differentiate between cooperative and collaborative
learning.
However, it is essential to highlight the teacher’s and students’ roles in

cooperative learning.
The teacher’s role
Cooperative learning involves the teacher guiding students and assigning them
specific roles, such as secretary, spokesperson, time organizer, or moderator.
The teacher plays a multifaceted and proactive role, ensuring that the
components of good cooperation are in place:
 Positive interdependence.
 Individual responsibility.
 Personal interaction.
 Social integration.
 Group evaluation.
In collaborative learning, the teacher generally does not participate in the

practice, providing the group greater autonomy.
Students’ role
The learner plays a direct, active, and interactive role in cooperative learning,
which allows for more efficient and effective learning compared to individual
learning.
This type of learning produces positive results for integrating people in the face
of conflicts that may arise from ethnic, cultural and religious diversity in a
heterogeneous student body.
New educational modalities, such as ubiquitous learning, require safe and

accessible virtual environments that also facilitate cooperative learning.
Updated on 29/01/2024

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1.

Definition and Examples

5 essential components for cooperative learning

Cooperative learning requires the following five essential components to be

2. Individual and group responsibility

Stimulative interaction strengthens relationships among members as they

4. Teaching interpersonal and group practices

Basic techniques of cooperative Learning

The student-tutor learns by teaching, while the student-tutored consolidates their

Generally, this method is developed in groups of four members who receive a

The teacher proposes a complex objective on a topic through a problem, a

Each team chooses subtopics or subgoals to achieve the objective, as if they

Finally, Numbered Heads Together is typically done in groups of four students,

This procedure encourages mutual pedagogical help and active participation.

Cooperative learning roles

Cooperative learning roles are determined by the technique used. Understanding

However, it is essential to highlight the teacher’s and students’ roles in

The teacher’s role

In collaborative learning, the teacher generally does not participate in the

New educational modalities, such as ubiquitous learning, require safe and

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