some critical thinking objectives for the cooperative learning activity

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How Cooperative Learning Can Benefit Students This Year

Working on tasks that have been carefully designed to require collaboration helps students develop interpersonal skills.

As students have returned to the classroom this year, it’s important to reignite the power of cooperative learning. Valiant teachers worked to incorporate this invaluable tool in remote learning, but let’s remember its importance as the school year progresses. Cooperative learning skills are crucial for students especially as globalization and technological and communication advances continue to increase the quantity of accessible information and the need for collaboration.

Cooperative learning opportunities aren’t new learning tools, but they have never been more valuable than they are now. With less interpersonal contact and collaboration during remote learning, students spent more time in the digital world. The return to in-person classes gives us the chance for cooperative learning to guide their brains’ reconstruction and boost social and emotional cue awareness.

Common threats to students include making embarrassing mistakes in front of the whole class, being called on when they don’t know the answer, concerns about their mastery of English as a second language, and, for older children, fear of appearing too smart or not smart enough and risking ostracism by peers. These fears can be reduced by the interdependence and support of smaller group collaboration.

What Constitutes Cooperative Work?

To qualify as doing cooperative work, rather than individuals working in parallel in a group, students need each other to complete the task. Students are expected to participate in tasks that are clearly constructed and necessary for the group’s success. The learning objectives are clear and connect to their interests, and students have prerequisite knowledge and know how to seek help when they need it.

The inclusion of belonging to a group, where a student feels valued, builds resilience, social competence, empathy, and communication skills. The interactive and interdependent components of cooperative learning offer the emotional and interpersonal experiences that boost emotional awareness, judgment, critical analysis, flexible perspective taking, creative problem-solving, innovation, and goal-directed behavior.

Planning is essential for developing cooperative group activities, especially in stressful times. When you plan groups, make sure to weigh each member’s strengths so that each is important for the ultimate success of the group’s activity. This means designing groups where all participants have the prerequisite knowledge to participate in general as well as opportunities to enhance the group goal with contributions—from unique past experiences, talents, and cultural backgrounds. This planning can create a situation where individual learning strengths, skills, and talents are valued, and students shine in their forte and learn from each other in the areas where they are not as expert.

Consider these questions when planning:

• Is there more than one answer and more than one way to solve the problem or create the project?
• Is the goal intrinsically interesting, challenging, and rewarding?
• Will each group member be able to contribute in ways that will be valued and appreciated?
• Will each member have opportunities to participate through their strengths?
• Is participation by all members necessary for the group’s goal achievement?
• How will you monitor group and individual skills, learning, and progress?
• Is time planned throughout the experience, not just at the end, for metacognition and revision, regarding goal progress as well as the group’s interpersonal interactions?

Designated, rotating individual roles can promote successful participation by all. These can include recorder and participation monitor (who can act to decrease overly active participation and use strategies to increase participation in those who aren’t engaged). Other roles are creative director (if a physical product such as a poster or computer presentation is part of the project), materials director , accountant , and secretary as needed. When these roles are rotated in projects extending over days or weeks, students build communication and collaboration understanding and skills.

Participants can also periodically check in with each other during group time to answer collaboration questions during the activity, perhaps initially with a checklist. They can consider the following: Is everyone talking? Are we listening to each other? Are we giving reasons for our own ideas and for why we don’t agree with another member’s opinion or ideas? What can we do differently?

Examples of Collaboration in Different Content Areas

Math: Groups collaborate on open-ended problem-solving with members sharing different approaches, strategies, and solutions. Students expand their perspectives as they get to test one another’s conjectures and identify what seems valid or invalid. They are engaged as they discover techniques to test one another’s strategies.

Social studies: Students in groups use their individual skills and interests to put on a political campaign supporting Lincoln or Douglas through posters, political cartoons, oral debates, skits, and computer or video ads. In this small, safer place, they try out ideas as they work together to negotiate rules for campaigning, debating, and scoring the debates.

Reading: Pair-share with a partner. Reading or being read to becomes a learning experience as all students process the material with their partners. They can be guided on topics to discuss such things as big idea, predictions, personal connections with the material, or the literary style and tools used by the author.

Science: Students select a question that they want to evaluate about dinosaur extinction (e.g., asteroid impact, over-foraging). They join a group with their same favorite theory. All members read text or articles or view videos about their chosen dinosaur extinction theory. Then, through a strategy of tea party, card party, or jigsaw, the groups disperse, and members join new groups as the experts on their theories. They then build and carry out plans to evaluate which theory the group will support, why, and how they will represent the validity of their conclusion.

Outcomes of Cooperative Learning

As students have more positive experiences in their small groups, they become more comfortable with participation and academic risk taking (willingness to risk being wrong, offer suggestions, defend their opinions, etc.).

Since it is impossible for all students to have frequent one-on-one teacher experiences throughout the day, cooperative groups can reduce their dependence on their teachers for guidance, behavior management, and progress feedback.

The nature of cooperative group interdependence increases emotional sensitivity and communication skills. The planning of cooperative learning transfers the responsibility of decision-making and conflict resolution to the students. It’s reassuring in times of change and unpredictability to have the supportive and growth experiences of well-planned cooperative learning.

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Guinevere Palmer; Rachel Peters; and Rebecca Streetman (The University of Georgia)

Think about the way you prefer to learn. Do you like to bounce ideas off other people and engage in conversation and debate, or do you prefer to learn by yourself and seek help only when needed?

Our students need to be engaged in learning in a variety of ways, but collaborative learning has been identified as a necessary skill for success in the 21st century and also an essential component of deep learning.

Cooperative learning involves students working together to accomplish shared goals, and it is this sense of interdependence that motivate group members to help and support each other. When students work cooperatively they learn to listen to what others have to say, give and receive help, reconcile differences, and resolve problems democratically.

However, placing students in small groups and telling them to work together does not guarantee that they will work cooperatively. Groups need to be structured to ensure that members will work interdependently if they are to reap the academic and social benefits widely attributed to this approach to learning.

The role the teacher plays in establishing cooperative learning in the classroom is critically important for its success. This involves being aware of how to structure cooperative learning in groups, including their size and composition the type of task set; expectations for student behavior; individual and group responsibilities; and the teacher’s role in monitoring both the process and the outcomes of the group experience.

(Robyn Gillies,  UQx:   LEARNx   Deep Learning through Transformative Pedagogy  (2017). University of Queensland, Australia.

To play a narrated PowerPoint presentation that summarizes the content in this page view this video

Cooperative Learning Presentation (13:05 minutes)

If you would like to see a transcript of the audio,  click here to download script as a word document . This summary was created by Angie Furney, Allyson Richardson, and Hilary Ritt (2006).

Mrs. Solomon teaches a 9th grade Careers course. The class consists of a mixture of ESOL students with limited English proficiency skills, “average” students, and honors students. There are also several students with special needs including learning disabilities and attention deficit disorders.

Mrs. Solomon is concerned because there are a high number of students currently failing her class. She has noted that, while the high achieving students tend to score well on Multiple/Choice and True/False questions, none of the students do well on application and scenario-type questions. Frequent absences, along with an apparent lack of motivation among students are also abundant in Mrs. Solomon’s class. In addition, she has noticed a high number of arguments among the students.

In an attempt to better manage her class, she assigned seats. She has determined that the seating arrangement has only escalated the arguments. Mrs. Solomon would like to find a way to overcome the difficulties within her classroom and also be able to instill these students with the skills necessary to become productive contributors to the workforce.

She has tried a number of teaching methodologies. Her first attempt was to lecture just as her teachers had done when she was in school. She found that the students were bored and often fell asleep. While most students performed average on objective tests, she had no way of measuring whether the students were grasping the concepts well enough to transfer that knowledge to real-world applications.

Any attempts at class discussions during the lecture tended to yield little or no response from the students. Students that did show interest were notably confused. She also found that some of the students were disrespectful to her during the lectures.

She also decided to try to make her classroom more student-centered by turning to a computer-based curriculum. She read that students tend to retain more information when a computer is incorporated into the lessons, so she thought it would be worth a try. She found an interactive CD to supplement the textbook and allowed students time during each unit to work from the CD. Although the computer managed to pique the interest of more students than the lecture did, she found that a large number of students were off task.

They would rush through the assignment, if they did it at all, so that they could play games and/or go on the internet. She also felt that the use of the computer without any other forms of instruction prevented students from interacting with one another; thus, the computer-based learning activities were not promoting the interpersonal skills needed for successful employment.

As a last resort, Mrs. Solomon decided to try group work. Because of the already escalating tension due to class dynamics, she was reluctant to assign a monumental task on the first try. Instead, she opted for a basic assignment and allowed the students to pick their own groups. She wanted to test their problem-solving and communication skills without interference from an authority figure, so Mrs. Solomon gave the students their assignment and waited at her desk for the students to come to her with questions.

When she became alarmed at the noise level in the classroom, she finally decided to walk around the room to observe the groups. She was disturbed to find a number of students off-task. Several groups did not even attempt the project, and spent their time initiating conflict with the other groups. As the social problems among the students escalated, the students’ test grades continued to be below average. The high-achieving students grouped together while the ESOL and special education students were left together with no leadership in the group.

Mrs. Solomon was devastated because she felt that she had lost control of her classroom. Feeling frustrated and defeated, she finally decided to seek help from another teacher in her department that was known for her outstanding teaching abilities. The other teacher suggested she try cooperative learning.

• Cooperative learning is defined as students working together to “attain group goals that cannot be obtained by working alone or competitively” (Johnson, Johnson, & Holubec, 1986).
• The main purpose of cooperative learning is to actively involve students in the learning process; a level of student empowerment which is not possible in a lecture format. The underlying premise is founded in constructivist epistemology.
• It is a process which requires knowledge to be discovered by students and transformed into concepts to which the students can relate. The knowledge is then reconstructed and expanded through new learning experiences.
• Learning takes place through dialog among students in a social setting.

Cooperative learning is a methodology that employs a variety of learning activities to improve students’ understanding of a subject by using a structured approach which involves a series of steps, requiring students to create, analyze and apply concepts (Kagan, 1990). Cooperative learning utilizes ideas of Vygotsky, Piaget, and Kohlberg in that both the individual and the social setting are active dynamics in the learning process as students attempt to imitate real-life learning.

By combining teamwork and individual accountability, students work toward acquiring both knowledge and social skills. It is a teaching strategy which allows students to work together in small groups with individuals of various talents, abilities and backgrounds to accomplish a common goal. Each individual team member is responsible for learning the material and also for helping the other members of the team learn.

Students work until each group member successfully understands and completes the assignment, thus creating an “atmosphere of achievement” (Panitz, 1996). As a result, they frame new concepts by basing their conclusions on prior knowledge. This process results in a deeper understanding of the material and more potential to retain the material.

There are two major theoretical perspectives associated with cooperative learning: motivational and cognitive (Swortzel, 1997). First, because students perceive that their success or failure is dependent upon their ability to work together as a group, students are likely to encourage each other to do whatever helps the group succeed. They are also more likely to help each other with the task(s) at hand. Therefore, cooperative learning increases student motivation to do academic work (Johnson, Johnson, & Holubec, 1986).

The other theory is that cooperative learning helps students acquire critical thinking skills. Because cooperative learning creates a situation in which students must explain and discuss various perspectives, a greater understanding of the material is obtained. Elaborative thinking is promoted because students give and receive explanations more often (Johnson, Johnson, & Holubec, 1986).

The use of cooperative learning (CL) also helps students clarify concepts and ideas through discussion and debate. Because the level of discussion within groups is significantly greater than in instructor led discussions, students receive immediate feedback, thus advancing the level of discussion. It is through this process of interacting with students of differing viewpoints that cognitive growth is stimulated. Emphasis is placed on learning how to cooperate in order to find the best possible solution to a problem. According to the constructivist approach, when students formulate their own solutions in this manner, they are truly thinking critically (Davis, Mahler & Noddings, 1990).

Collaborative and cooperative learning are so closely related that the two terms are often used interchangeably. However, let’s take a moment to address the similarities and differences in the two. Both learning theories assign specific tasks, both use groups, and both require the students to share and compare their findings. In both cases, discovery approaches are used to teach interpersonal skills and student talks are stressed as a means for working things out.

Collaborative learning has British roots and is based on the findings of English instructors who explored ways to help students take a more active role in their learning. It is a teaching methodology in which “students team together to explore a significant question or a meaningful project” (Disney).

Cooperative learning, which will be the focus of this chapter, was first used in America and can be traced back to John Dewey’s philosophy of the social nature of learning. It is a “specific kind of collaborative learning” (Disney). In this setting, not only is the group assessed as a whole, but students are also individually accountable for their work.

A climate such as that created by cooperative learning will help Mrs. Solomon to better manage her classroom and help to keep the students on task. By following the guidelines presented in this chapter, Mrs. Solomon will be able to help her students use cooperative learning to acquire the knowledge necessary to reach the objectives of the course.

Implementation of Cooperative Learning

There are three phases of the implementation of cooperative learning.

• The first phase is the pre-implementation phase , which includes: specifying instructional objectives, determining group sizes and assigning students to groups, arranging room, planning instructional materials to promote interdependence, assigning group roles, assigning tasks, explaining the criteria for success, structuring positive interdependence and accountability, and specifying desired behaviors.
• The second phase is implementation which includes: monitoring behavior, intervening if needed, assisting with needs, and praise.
• The third phase is post-implementation which includes: providing closure through summarization, evaluating students’ learning, and reflecting on what happened.

After deciding to implement cooperative learning, the biggest challenge will be planning and readying the classroom and students for CL. According to Johnson, Johnson, and Smith (1991), there are several tasks that an instructor must accomplish before implementing cooperative learning in the classroom. This section will detail those responsibilities.

Specify Instructional Objectives (academic and social) of CL – The instructor must explain why she is using CL, describe its benefits, and the results typically found from using CL. To aid in this explanation, the instructor might produce and distribute a handout that describes collaborative learning.

Determine Group Size and Assign Students to Groups – Group size can range from two to four students, depending on the CL task. These groups can be homogeneous or heterogeneous. Groups can be formed by putting students together who share common strengths, interests, etc, or they can be randomly assigned. Once the groups are assigned, though, they should not be changed too often; students need time to develop a cohesive group and work together for a while before moving to a different group.

Arrange room – Instructors should optimize the space in their classroom so that students/groups can interact and move about the room easily. It is essential that a group’s seats face one another. Further, research tools should be made easily available either in the classroom or in another room near the classroom (see, Resource-based Learning chapter for a more detailed discussion of this).

Plan instructional materials to promote interdependence – The instructional methods and materials that an instructor chooses must allow each individual to contribute to the group’s success in a unique and meaningful way. Without these unique contributions, a group’s structure and cohesion will be put in jeopardy.

Assign group roles – There is some debate about whether or not the instructor should play a role in this decision. Whether or not an instructor chooses to assign roles within a group, they should make sure there is a distinct role for each student. Also, the instructor should choose or assist the students in choosing roles that use their strengths and improve their areas of weakness. Instructors should also oversee that students don’t choose the same role over and over again. Some of the roles that could be chosen or assigned include facilitator, timekeeper, recorder, checker (for understanding), summarizer, elaborator (on prior knowledge or discussion points), research-runner (gets materials), and wild card (does anything else that needs to be done).

Assign task – When picking an assessment task (product to be produced), the instructor should choose one standard to address and match it to the learning approach. The cooperative learning group’s task should be interesting, challenging, and motivating. It should also be a performance driven and authentic task. The instructor should clearly explain procedures for the task, provide structure (especially useful for inexperienced CL students), and set a specific time frame for each part and the whole task. Finally, the instructor should question the students to check for understanding of the task and its procedures.

Explain Criteria for Success – The instructor should communicate the group-work skills that will be evaluated. A rubric should also be created, possibly with the students’ assistance, which will be used to evaluate the group-work skills as well as the assessment task.

Structure positive interdependence and accountability – Group size should be kept small so that each member participates and contributes uniquely to the group. Instructors should also “test” groups and individuals by asking questions of both. A group should be asked to collectively explain its results and individuals should be able to defend their own position as well as the group’s as a whole.

Specify desired behaviors – An essential part of cooperative learning’s success is teaching students how to work in a group. To accomplish this, the instructor can conduct mini-lessons on ways to respect others (i.e. praise, taking turns, and shared decision making). Students also need to be trained in conflict-resolution. Finally, it would be wise to use icebreaker activities before beginning so that students find that they have something in common.

Before the actual implementation of cooperative learning, students also have several tasks. First, they can help the instructor generate an evaluation rubric, and they could possibly help design the assessment task if the instructor is willing to let the students participate in this capacity. By playing a part in the production of these items, students will have a greater motivation to participate in the group work (see Six C’s of Motivation chapter about choice and control as methods to increase motivation).

Finally, the students’ most important role at this point in CL is to question the instructor if anything is unclear to them. Without students’ complete understanding of the goals, objectives, and procedures, cooperative learning will not be a success.

As illustrated in the scenario at the beginning of the chapter, the students in Mrs. Solomon’s classroom are very diverse and appear not to get along. Before implementing CL, it will be vitally important that Mrs. Solomon spend some time teaching respect, conflict-resolution, and other group work skills. It is probably a good idea to use some icebreaker activities so that the students learn that they have some commonalities with other class members.

In addition, because of the tension among them, Mrs. Solomon will want to assign students to cooperative learning groups; she may even want to assign each individual their role. As Mrs. Solomon designs and assigns the task to the students, it will be imperative that she chooses a structured, authentic assignment. This will assist the students in remaining on-task, and it will help with transferring their knowledge to real-world applications.

After all the preparations, it is time to begin working. During the implementation phase of cooperative learning, the students play the most important role. Some of their tasks at this stage include:

• Working together
• Listening to one another
• Questioning one another
• Keeping records of their work and progress
• Producing the assessment task (product)
• Assuming personal responsibility/ being involved in the group

The instructor also has responsibilities during this stage as well. Johnson, Johnson, and Smith (1991) list several roles that an instructor has during the implementation of cooperative learning.

Monitor behavior – During the implementation of cooperative learning, the instructor should circulate throughout the classroom, visiting each group.

Intervene if needed – While circulating, if the instructor notices any group conflict or off-task behavior, she should intervene. Small-group conflict should be resolved as soon as possible, and students should be shown how to prevent problems in the future. The instructor might use a conflict resolution checklist to resolve the group’s conflict. This checklist includes items such as explaining the importance of listening to everyone in the group, defining responsibilities, valuing each person’s gifts, modeling excellence, and promoting humor. Having these listed on a handout for each group could prevent group discord and off-task behavior.

Assist with needs – While monitoring the groups’ work, the instructor should assist groups with their needs. This might involve pointing out additional resources and/or points-of-view, and it also includes helping the students reflect on the work they have completed and their progress.

Praise – Students need to know if they are completing the assignment in a satisfactory manner, especially if they are inexperienced at working in cooperative groups. For this reason, the instructor should let individual students and groups know when they do something right or well.

As the class begins to work on their CL assignment, Mrs. Solomon will need to circulate around the room. It is likely, especially at the beginning of implementation, that her class will still have difficulty focusing on the task and getting along with one another. By moving around the class while the students are working, she will be able to assist any group that is facing these problems, and she can help them resolve the issues. At the same time, Mrs. Solomon must remember to praise the students and teams who are making an effort to cooperate and who are progressing nicely with the group assignment.

After many hours are spent planning for cooperative learning groups, the plan is then put into action. Johnson, Johnson, and Smith (1991) give three jobs for the instructor to complete after the students have worked together to complete and submit the task.

Provide closure through summarization – The instructor should reconvene the entire group of students. At this point, the instructor can summarize the important points of the lesson/unit. Another suggestion is to have each group summarize their work and points that they think were important. This helps the instructor to know exactly in which knowledge level the groups are working. This is also very much in line with the idea of articulation and reflection in the Cognitive Apprenticeships chapter.

Evaluate students’ learning – The instructor should use a rubric to grade/ evaluate each group’s assessment task. They should also be evaluated on their group work using a rubric. These rubrics should have been created during the pre-implementation phase of cooperative learning, and the students might have had input into their content. After the instructor has completed the evaluations, it is important that they provide feedback to the students about their product and their group performance. Without this information, the students will not be able to improve their cooperative learning skills.

Reflect on what happened – Instructors should keep a record of what worked and why it worked each time they undertake a CL lesson or unit. This information can and should be shared with their cooperative learning support group. The instructor should also adjust their lessons based on the reflection and feedback of the students. This will prevent the stagnation of a CL unit; it will grow and change with each group of students.

After completing the group work and assessment task, the student’s job is to reflect on the work that was accomplished in their group. What worked and what did not work? What would they change or keep next time they work together? The students should also give feedback to their instructor. They should be able to tell the instructor what worked or what was good about this unit, and they should point out what did not work well. This information can be written down or informally discussed in class.

At the conclusion of Mrs. Solomon’s first cooperative learning lesson, it will be important for her to get feedback from the students about how they thought the lesson went. In turn, she will also have to provide feedback to the students about their group work skills and their assignment. This may involve teaching or re-teaching group work skills and/or adjusting the procedures for the next cooperative learning lesson.

Helpful Hints for Cooperative Learning Lessons

• Begin trying cooperative learning with a homework assignment. Students could check their homework in groups, going over each problem and clarifying if there were any questions. The groups could then work each problem on the board.
• When beginning to use cooperative learning, start each class with a short lecture and then transition to a CL activity. As the instructor and students gain experience with using CL, begin the class with a CL activity and then conclude with a short lecture to highlight important points.
• Begin implementation by only using pairs for CL groups. Students who are inexperienced in using CL groups will be more likely to participate with just one other person in the group. Having only two students in a group is also an ideal way to teach key group work skills.
• When beginning CL implementation, only use the technique in one class period. Once you and the students have become more adept at using CL, you can increase it to involve more students/classes.
• Begin with worksheets as a form of group accountability. Students who are inexperienced with CL often have a difficult time getting started or reaching their goals. Having a worksheet to guide them will help the groups set their priorities, work towards their goal, and produce the assessment task.

Frequently Asked Questions about Cooperative Learning

When is the best time to begin implementing cooperative learning?

The best time to begin using CL in the classroom is at the start of a new term or school year. This way, the students will not be exposed to individual work and then have to “switch gears” and learn to work in a group in the middle of the year.

Do you have to use cooperative learning all the time?

No, it is not necessary to use CL in your classroom at all times. It is often advised to use CL for a unit or two, use another teaching method for a while, and then revisit CL at a later time.

Should you include parents in cooperative learning?

Yes, parents and the community should be included in all school activities, including CL. This can be done through newsletters and/or special programs when parents and the community, visit the classroom and view the groups’ assessment tasks.

What happens if one group finishes early?

If one group finishes early, the instructor can provide extension activities/tasks for that group. As more groups finish, pairs of groups can team up and share/comment on each other’s work.

Other Forms of Cooperative Learning Groups  [2]

3-step interview – Members of a group choose one partner from the group. The individuals interview their partners by asking questions. Then, they reverse roles and share their responses with the rest of the group.

3-review – The instructor gives the teams 3 minutes to review/clarify what has been said.

Numbered Heads – Group members are assigned a number. The group discusses as one, and then the instructor calls one number. The person with that number answers for the group.

Team-pair-solo – Students do the problem(s) first as a team, then in a pair, and finally, solo.

Circle the sage – The instructor polls the students looking for special knowledge on a certain topic. Those with the knowledge spread out around the room. (They are the sages.) The other students (no two from the same team) circle the sage, take notes on the information they are presenting, and question them. Then, the group reforms and each explains what they have learned. If there is a disagreement, it is aired as a group with the whole class, and it is resolved there.

Structured problem solving – Groups are given a problem to solve within a specified time. All members must agree and all must be able to explain the solution.

Send-a-problem – Several groups generate solutions to problems. The problem is clipped to the outside of a folder, and all solutions from that group are written down and placed inside the folder. The folder is passed to a different group who reads the problem, but not the solutions. They write their solutions and put them inside the folder. A third group selects the two best solutions and amends them as necessary.

Drill review pairs – Groups of four split into pairs. The pairs are given two problems. One member is the explainer and one is the accuracy checker. After one problem is complete, they switch roles. When both problems are complete, the group of four reforms. If they are in agreement to the solution, they repeat the process with more problems. If there is disagreement, the problem is reviewed and a consensus is reached.

Ted Panitz (1996) lists over 50 benefits provided by cooperative learning. These benefits can be summarized into four major categories: social, psychological, academic and assessment.

Cooperative learning promotes social interactions; thus students benefit in a number of ways from the social perspective. By having the students explain their reasoning and conclusions, cooperative learning helps develop oral communication skills. Because of the social interaction among students, cooperative learning can be used to model the appropriate social behaviors necessary for employment situations.

By following the appropriate structuring for cooperative learning, students are able to develop and practice skills that will be needed to function in society and the workplace. These skills include: leadership, decision-making, trust building, communication and conflict-management.

The cooperative environment also develops a social support system for students. Other students, the instructor, administrators, other school staff, and potentially parents become integral parts of the learning process, thus supplying multiple opportunities for support to the students (Kessler and McCleod, 1985).

Students also benefit psychologically from cooperative learning. Johnson and Johnson (1989) claim, “cooperative learning experiences promote more positive attitudes” toward learning and instruction than other teaching methodologies. Because students play an active role in the learning process in cooperative learning, student satisfaction with the learning experience is enhanced.

Cooperative learning also helps to develop interpersonal relationships among students. The opportunity to discuss their ideas in smaller groups and receive constructive feedback on those ideas helps to build student self-esteem. In a lecture format, individual students are called upon to respond to a question in front of the entire class without having much time to think about his/her answer.

Cooperative learning creates a safe, nurturing environment because solutions come from the group rather than from the individual. Errors in conclusions and thought processes are corrected within the group before they are presented to the class.

Students also tend to be inspired by instructors who take the time to plan activities which promote an encouraging environment (Janke, 1980). Receiving encouragement in a cooperative setting from both the instructor and peers helps to develop higher self-efficacy (see the Motivation chapter). As a result of higher self-efficacy, student grades tend to increase; thus, cooperative learning methods provide several academic benefits for students.

Research indicates that students who were taught by cooperative methods learned and retained significantly more information than students being taught by other methods. Requiring students to verbalize their ideas to the group helps them to develop more clear concepts; thus, the thought process becomes fully embedded in the students’ memory. Vygotsky supports this concept in his research on egocentric speech by claiming that verbalization plays a significant role in task solution (Bershon, 1992).

Discussions within the groups lead to more frequent summarization because the students are constantly explaining and elaborating, which in turn validates and strengthens thoughts. Students also benefit from cooperative learning academically in the sense that there is more of a potential for success when students work in groups. Individuals tend to give up when they get stuck, whereas a group of students is more likely to find a way to keep going (Johnson & Johnson, 1990).

Cooperative learning calls for self-management from students because they must come prepared with completed assignments and they must understand the material which they have compiled. As a result, a more complete understanding of the material is developed.

There are also many benefits of cooperative learning from the aspect of assessment. It provides instant feedback to the students and instructor because the effectiveness of each class can be observed. As instructors move around the room and observe each group of students interacting and explaining their theories, they are able to detect misconceptions early enough to correct them. Only a few minutes of observation during each class session can provide helpful insight into students’ abilities and growth.

Cooperative teaching methods also utilize a variety of assessments. Grades are not dependent solely on tests and individual assignments which only allow for right or wrong responses, leaving little or no room for reflection and discussion of error or misconceptions. With cooperative learning, instructors can use more authentic assessments such as observation, peer assessment and writing reflections.

As Mrs. Solomon learns all of the benefits gained from the use of cooperative learning, her curiosity is piqued; however, she still finds herself questioning whether her complex class could overcome all of the barriers that are hindering the learning environment. There is evidence, though, that most of the problems experienced in her class could be solved by using cooperative learning.

Poor Attendance  – In addition to the four major categories of benefits detailed above, schools utilizing this strategy report an increase in student attendance because students feel that they are a valuable and necessary part of their groups (McBrien & Brandt, 1997).

Classroom Disruptions  – Students are less likely to act out in a cooperative setting. Students act out to get attention; however, the “stage” is removed in a cooperative environment because it is very difficult to gain the attention of the entire class when students are divided up into smaller groups (Stahl & Van Sickle, 1992). As a result, students are more likely to stay on task and are less likely to be disruptive. Cooperative learning also helps reduce classroom disruptions because students are allowed to socialize during the learning process. Students need peer interaction, and without the integration of interaction among students, the need for social contact emerges in a negative context.

Violence – According to Johnson and Johnson (1990), cooperative learning also helps to reduce violence. If enforced correctly, cooperative activities model non-violent resolutions to problems. Because group consensus is promoted, blame is eliminated and honor, friendliness and quality are promoted.

Diversity among students  – Research shows that cooperative learning also builds diversity awareness among students. It encourages students to use their differences to help each other. Because students are placed in a situation where they are able to interact with peers that they otherwise may never socialize with, behaviors which might appear odd in other settings become understandable when students are given the opportunity to explain and defend their reasoning.

In a traditional classroom, there is very little opportunity for students to defend their perspectives. As students observe each other’s reasoning processes, there is more room to understand and appreciate their differences (Johnson and Johnson, 1990). As a result, a much deeper understanding of cultural and individual difference is developed (Yager, 1985).

In addition, because students are placed in a supportive environment where group-processing skills are essential, they are more likely to accept these differences than they would in a competitive, non-interactive environment. This greater understanding of their differences also helps students learn to resolve social problems which might arise (Johnson and Johnson, 1990).

Students with special needs  – Cooperative methods are flexible and can easily be adapted for students with special needs. Because of the reasons mentioned above, this type of learning environment allows for improved social acceptance of mainstreamed students with learning disabilities (Slavin, 1990).

ESL students  – Cooperative learning is especially useful in courses where interactions involving the use of language are important, such as ESL courses. It is an ideal way to “facilitate the acquisition of language and to practice the customs of debate and discussion which occur within the classroom” (Brufee, 1993). Research conducted using cooperative learning in classes with ESL students shows significant development in acquiring English-language skills.

Cooperative learning helps students learn language better than the drill and practice of traditional language training. It would appear that peer interaction in natural settings is the ideal use of language that is necessary for successfully acquiring second language skills (Neves, 1983). In addition, most educational psychology textbooks now contain “extended discussions of cooperative pedagogics and their effectiveness with regard to improved racial relations, self-esteem, and internal locus of control” (Sherman, 1991).

Arguments among students  – Marzano (1992) asserts that in a cooperative setting, students can analyze the effects of the groups and “suggest activities which will promote positive interactions or deal with conflicts or personality problems within each group.” It provides a supportive environment within which to manage conflict resolution (Johnson & Johnson, 1990).

Disrespect toward instructor  – In the cooperative classroom, instructors have more opportunities to explain policies and procedures. When instructor expectations are clear, there seems to be less room for personal interpretations, which often leads to a negative attitude toward the instructor. The class could also, potentially, be empowered to contribute to the development and implementation of classroom rules and procedures. This classroom management technique, when intertwined with cooperative activities, could help students overcome resentments which were created as a result of the teacher-centered classroom.

Differences in learning abilities  – Performance is improved among weaker students when they are grouped with higher achieving students because the stronger students model successful reasoning processes. Students who usually struggle in academics are able to learn to prepare for tests, check and correct homework, and see alternative solutions to problems. Vygotsky (1978) hypothesizes that the social interaction among students extends the students’ zone of proximal development (the difference between a student’s understanding and their potential to understand).

When students work cooperatively in groups the more knowledgeable students are able to help the less knowledgeable students understand new concepts. High achieving students also benefit because they are verbalizing their ideas and actually teaching others. As mentioned earlier, the process of verbalizing thoughts helps to further promote understanding of material.

Cooperative learning also accommodates learning style differences among students because they are utilizing each of the three main learning styles: kinesthetic, auditory and visual. Material presented by the instructor is both auditory and visual, and students working together use kinesthetic abilities by working with hands-on activities. Discussing issues within the groups further enhances verbal skills, and class presentation of group findings helps to reinforce visual and auditory skills (Midkiff & Thomasson, 1993).

Drawbacks of Cooperative Learning

Instructors who are unfamiliar with cooperative learning may not initially accept this style of learning because they may feel they will lose control of their classroom, or they may be unsure of the techniques used or possibly even think that it is too time consuming. In this next section, we will discuss some of the possible drawbacks to cooperative learning.

Loss of Control  – Cooperative learning is a structured approach that requires instructor support and guidance. In order for cooperative learning to be utilized in the classroom, instructors must receive training to be proficient in implementing the techniques. Maximum learning will only emerge if proper training is received by the instructor and then transferred to the student.

Instructors may resist using cooperative learning techniques in their classroom because they are afraid they may lose control of their teaching routine. Cooperative learning takes time to implement; therefore, initial lessons may take longer. Once students and the instructor are comfortable with the process, then the amount of time for each lesson decreases.

Instructors may have a difficult time giving up their control of the content that is being covered (Panitz). They are accustomed to presenting the curriculum to the students and are unable to give students the freedom to learn on their own. Students learning only one part of the curriculum in their group may make an instructor anxious about what their students know.

Showing their expertise in a subject area is important for some instructors. Giving up the opportunity to show off this expertise may deter instructors from using cooperative learning in their classrooms. Also, if students are expected to explore on their own, then they may have questions that the instructor cannot answer. Both of these possibilities may cause an instructor to lose confidence in her teaching abilities. Instructors can still be experts, but they will be using their knowledge as a facilitator rather than a giver of information.

Group Work  – Depending on the age level, students may resist using cooperative learning in their classrooms. Lecture does not require much interaction and participation from the students; therefore, they can get as much or as little from the class as they like. Being required to work in a group may ruffle a few feathers with the students because now they are being asked to participate and contribute to their learning. In addition, they are also asked to learn new concepts and taught how to work in a group. They may not be accustomed to working in a group, and therefore, may be unsure of the dynamics involved in group work.

Since cooperative learning is centered on group work, students may be concerned that other members of their group are going to bring their grades down. This is especially true if students are grouped by mixed ability, requiring higher ability students to guide lower ability students.

Deciding how groups should be formed is an important part of the cooperative learning planning process. There has been some debate as to how groups should be formed in order for students to effectively work together and reach their maximum potential.

Mixed ability grouping allows for all group members to be involved, though the type of involvement differs. Advanced students can teach struggling students, but concerns arise about advanced students doing all the work and struggling students not being motivated to be involved at all. There are also concerns that gifted students are held back by the lower ability students in their group.

If students are grouped with others of the same ability level, then the lower ability group may feel frustrated and unmotivated to try. This is also true of those who are grouped by gender or race because it may support stereotypes that certain subject areas are dominated by certain groups.

There are also varying opinions about the optimal number of people for small group formation. The consensus seems to agree that no more than 4 people in a group produces higher achievement (Slavin, 1987). Fixed seating and large class sizes may make group arrangement difficult though. Still, even if the room is easily arranged into small groups, instructors may have a difficult time accessing all of the numerous small groups.

Most students are not accustomed to group work, especially in high school classrooms. Students will have to be taught to work effectively in a group setting. Resolving group conflict can be a major challenge for instructors. Groups will need to make sure that every member listens to and appreciates each group member’s contribution. Identifying responsibilities within the group and encouraging each to do their best work needs to be addressed before group work begins. Also, students that work better alone may struggle to succeed in a group atmosphere.

Since the classroom will be made up of several small groups, the noise level will escalate. This can be very uncomfortable for some instructors, especially if they are accustomed to a lecture and seatwork classroom. This can also cause problems for those students who have attention difficulties.

Cooperative learning is based on social interaction; thus, grouping students together to work independently even for a short period of time may encourage behavior that is off task. While the instructor is circling the room to observe and interact with the groups, it is difficult to make sure every group is productively working on their assignment. Self-management skills will have to be introduced before students break out into groups and be reinforced as they progress through their work.

Time Requirements  – With cooperative learning, the textbook is used only as an instructional supplement, so it is necessary for instructors to create additional materials for the students. Usually these materials are made from scratch because many instructors’ manuals offer limited suggestions for group activities. Creating these new materials can be very time consuming. So, not only are instructors spending a large amount of time implementing this new way of learning, but they also have to create the materials to go along with it.

Since students have to generate an answer or information within their group, work time may take longer than the traditional lecture. Because of this additional time, instructors may be unable to cover the same amount of curriculum as before when they used teacher directed class discussions. Many times, in a traditional classroom, the quality of the work is compromised in order to teach the entire curriculum.

Other Drawbacks  – Since students are working together on a group assignment, it is difficult to assess students with a paper and pencil test. Instructors will have to find another way to assess student work and progress. Since students are used to concrete assessments, it may be difficult for students to adjust to authentic assessments.

Vague objectives, avoidance of teaching, and lack of critical thinking activities are other problems associated with cooperative learning. With the focus on managing groups, it is possible for instructors to overlook the students’ objectives and tasks. Therefore, students are not receiving the needed guidance to effectively learn the task at hand. Some critics say that instructors who rely on small group work are avoiding their teaching responsibilities. Students are left on their own to teach themselves the curriculum. In addition, since students are working in small groups that require additional time, instructors may be more apt to assign tasks that do not demand higher level thinking skills. The quality is overlooked in order to increase the quantity of assignments.

Mrs. Solomon decided to implement cooperative learning in her Careers course. As mentioned earlier, there was some initial resistance from the students. But she kept a positive attitude about the benefits of cooperative learning and encouraged the students to give it a try.

She also started with a fun activity to help boost student morale. She carefully grouped students together, making sure that each group consisted of a diversity of student abilities and backgrounds. She continued to follow the strategies mentioned in this chapter for successful implementation. She was impressed with the results. She found that, once the students had some experience with CL, the higher-achieving students did not resent being paired with lower-ability students.

In fact, it helped to build their self-esteem to know that they were able to help their peers. They also found that the students with learning disabilities were actually very creative and could offer new perspectives on how to solve the given problem. The students also began to realize that students from different cultures may struggle to communicate in the English language, but they were very dedicated students who had a desire to do well on given assignments. Interestingly enough, Mrs. Solomon also found that absences began to decrease.

In the reflection papers that she had students complete at the end of the project, she discovered that students felt valued as part of the group and that they attended her class so that they would not disappoint their peers. After training the students on conflict resolution, cultural diversity, and respect for others, Mrs. Solomon noticed that students appeared to get along better while doing the cooperative exercises. But most importantly, student grades actually improved over time.

Students of all ability levels took pride in their accomplishments and felt a sense of involvement by being allowed to have input into the activities and classroom expectations. They also seemed to have a more complete understanding of the material and were able to score higher on all types of tests, including application questions. Overall, she saw a dramatic difference in her classroom atmosphere.

Both Mrs. Solomon and her students were more motivated and enthusiastic about each new chapter. Mrs. Solomon realized that there were still situations which would arise periodically within her classroom, and that cooperative learning would be a teaching strategy that she would have to improve on over time. But after learning more about cooperative learning, she believed that she had a whole new perspective on classroom strategies.

Additional Reading

McMaser, K and Fuchs, D. (2005). A Focus on Cooperative Learning for Students with Disabilities . Current Practice Alerts. TeachingLD.org

Palmer, G., Peters R.,& Streetman, R. (2010) Emerging Perspectives on Learning, Teaching, and Technology, Global Text, Michael Orey. (Chapter 29).Retrieved from https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

UQx: LEARNx Deep Learning through Transformative Pedagogy, (2017). University of Queensland, Australia. (an Open edX MOOC)

Graphics from Pixabay

Ch. 7 Cooperative Learning Copyright © 2017 by Guinevere Palmer; Rachel Peters; and Rebecca Streetman (The University of Georgia) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Center for Teaching

Group work: using cooperative learning groups effectively.

Many instructors from disciplines across the university use group work to enhance their students’ learning. Whether the goal is to increase student understanding of content, to build particular transferable skills, or some combination of the two, instructors often turn to small group work to capitalize on the benefits of peer-to-peer instruction. This type of group work is formally termed cooperative learning, and is defined as the instructional use of small groups to promote students working together to maximize their own and each other’s learning (Johnson, et al., 2008).

Cooperative learning is characterized by positive interdependence, where students perceive that better performance by individuals produces better performance by the entire group (Johnson, et al., 2014). It can be formal or informal, but often involves specific instructor intervention to maximize student interaction and learning. It is infinitely adaptable, working in small and large classes and across disciplines, and can be one of the most effective teaching approaches available to college instructors.

What can it look like?

What’s the theoretical underpinning, is there evidence that it works.

• What are approaches that can help make it effective?

Informal cooperative learning groups In informal cooperative learning, small, temporary, ad-hoc groups of two to four students work together for brief periods in a class, typically up to one class period, to answer questions or respond to prompts posed by the instructor.

Additional examples of ways to structure informal group work

Think-pair-share

The instructor asks a discussion question. Students are instructed to think or write about an answer to the question before turning to a peer to discuss their responses. Groups then share their responses with the class.

Peer Instruction

This modification of the think-pair-share involves personal responses devices (e.g. clickers). The question posted is typically a conceptually based multiple-choice question. Students think about their answer and vote on a response before turning to a neighbor to discuss. Students can change their answers after discussion, and “sharing” is accomplished by the instructor revealing the graph of student response and using this as a stimulus for large class discussion. This approach is particularly well-adapted for large classes.

In this approach, groups of students work in a team of four to become experts on one segment of new material, while other “expert teams” in the class work on other segments of new material. The class then rearranges, forming new groups that have one member from each expert team. The members of the new team then take turns teaching each other the material on which they are experts.

Formal cooperative learning groups

In formal cooperative learning students work together for one or more class periods to complete a joint task or assignment (Johnson et al., 2014). There are several features that can help these groups work well:

• The instructor defines the learning objectives for the activity and assigns students to groups.
• The groups are typically heterogeneous, with particular attention to the skills that are needed for success in the task.
• Within the groups, students may be assigned specific roles, with the instructor communicating the criteria for success and the types of social skills that will be needed.
• Importantly, the instructor continues to play an active role during the groups’ work, monitoring the work and evaluating group and individual performance.
• Instructors also encourage groups to reflect on their interactions to identify potential improvements for future group work.

This video shows an example of formal cooperative learning groups in David Matthes’ class at the University of Minnesota:

There are many more specific types of group work that fall under the general descriptions given here, including team-based learning , problem-based learning , and process-oriented guided inquiry learning .

The use of cooperative learning groups in instruction is based on the principle of constructivism, with particular attention to the contribution that social interaction can make. In essence, constructivism rests on the idea that individuals learn through building their own knowledge, connecting new ideas and experiences to existing knowledge and experiences to form new or enhanced understanding (Bransford, et al., 1999). The consideration of the role that groups can play in this process is based in social interdependence theory, which grew out of Kurt Koffka’s and Kurt Lewin’s identification of groups as dynamic entities that could exhibit varied interdependence among members, with group members motivated to achieve common goals. Morton Deutsch conceptualized varied types of interdependence, with positive correlation among group members’ goal achievements promoting cooperation.

Lev Vygotsky extended this work by examining the relationship between cognitive processes and social activities, developing the sociocultural theory of development. The sociocultural theory of development suggests that learning takes place when students solve problems beyond their current developmental level with the support of their instructor or their peers. Thus both the idea of a zone of proximal development, supported by positive group interdependence, is the basis of cooperative learning (Davidson and Major, 2014; Johnson, et al., 2014).

Cooperative learning follows this idea as groups work together to learn or solve a problem, with each individual responsible for understanding all aspects. The small groups are essential to this process because students are able to both be heard and to hear their peers, while in a traditional classroom setting students may spend more time listening to what the instructor says.

Cooperative learning uses both goal interdependence and resource interdependence to ensure interaction and communication among group members. Changing the role of the instructor from lecturing to facilitating the groups helps foster this social environment for students to learn through interaction.

David Johnson, Roger Johnson, and Karl Smith performed a meta-analysis of 168 studies comparing cooperative learning to competitive learning and individualistic learning in college students (Johnson et al., 2006). They found that cooperative learning produced greater academic achievement than both competitive learning and individualistic learning across the studies, exhibiting a mean weighted effect size of 0.54 when comparing cooperation and competition and 0.51 when comparing cooperation and individualistic learning. In essence, these results indicate that cooperative learning increases student academic performance by approximately one-half of a standard deviation when compared to non-cooperative learning models, an effect that is considered moderate. Importantly, the academic achievement measures were defined in each study, and ranged from lower-level cognitive tasks (e.g., knowledge acquisition and retention) to higher level cognitive activity (e.g., creative problem solving), and from verbal tasks to mathematical tasks to procedural tasks. The meta-analysis also showed substantial effects on other metrics, including self-esteem and positive attitudes about learning. George Kuh and colleagues also conclude that cooperative group learning promotes student engagement and academic performance (Kuh et al., 2007).

Springer, Stanne, and Donovan (1999) confirmed these results in their meta-analysis of 39 studies in university STEM classrooms. They found that students who participated in various types of small-group learning, ranging from extended formal interactions to brief informal interactions, had greater academic achievement, exhibited more favorable attitudes towards learning, and had increased persistence through STEM courses than students who did not participate in STEM small-group learning.

The box below summarizes three individual studies examining the effects of cooperative learning groups.

What are approaches that can help make group work effective?

Preparation

Articulate your goals for the group work, including both the academic objectives you want the students to achieve and the social skills you want them to develop.

Determine the group conformation that will help meet your goals.

• In informal group learning, groups often form ad hoc from near neighbors in a class.
• In formal group learning, it is helpful for the instructor to form groups that are heterogeneous with regard to particular skills or abilities relevant to group tasks. For example, groups may be heterogeneous with regard to academic skill in the discipline or with regard to other skills related to the group task (e.g., design capabilities, programming skills, writing skills, organizational skills) (Johnson et al, 2006).
• Groups from 2-6 are generally recommended, with groups that consist of three members exhibiting the best performance in some problem-solving tasks (Johnson et al., 2006; Heller and Hollabaugh, 1992).
• To avoid common problems in group work, such as dominance by a single student or conflict avoidance, it can be useful to assign roles to group members (e.g., manager, skeptic, educator, conciliator) and to rotate them on a regular basis (Heller and Hollabaugh, 1992). Assigning these roles is not necessary in well-functioning groups, but can be useful for students who are unfamiliar with or unskilled at group work.

Choose an assessment method that will promote positive group interdependence as well as individual accountability.

• In team-based learning, two approaches promote positive interdependence and individual accountability. First, students take an individual readiness assessment test, and then immediately take the same test again as a group. Their grade is a composite of the two scores. Second, students complete a group project together, and receive a group score on the project. They also, however, distribute points among their group partners, allowing student assessment of members’ contributions to contribute to the final score.
• Heller and Hollabaugh (1992) describe an approach in which they incorporated group problem-solving into a class. Students regularly solved problems in small groups, turning in a single solution. In addition, tests were structured such that 25% of the points derived from a group problem, where only those individuals who attended the group problem-solving sessions could participate in the group test problem.  This approach can help prevent the “free rider” problem that can plague group work.
• The University of New South Wales describes a variety of ways to assess group work , ranging from shared group grades, to grades that are averages of individual grades, to strictly individual grades, to a combination of these. They also suggest ways to assess not only the product of the group work but also the process.  Again, having a portion of a grade that derives from individual contribution helps combat the free rider problem.

Helping groups get started

Explain the group’s task, including your goals for their academic achievement and social interaction.

Explain how the task involves both positive interdependence and individual accountability, and how you will be assessing each.

Assign group roles or give groups prompts to help them articulate effective ways for interaction. The University of New South Wales provides a valuable set of tools to help groups establish good practices when first meeting. The site also provides some exercises for building group dynamics; these may be particularly valuable for groups that will be working on larger projects.

Monitoring group work

Regularly observe group interactions and progress , either by circulating during group work, collecting in-process documents, or both. When you observe problems, intervene to help students move forward on the task and work together effectively. The University of New South Wales provides handouts that instructors can use to promote effective group interactions, such as a handout to help students listen reflectively or give constructive feedback , or to help groups identify particular problems that they may be encountering.

Assessing and reflecting

In addition to providing feedback on group and individual performance (link to preparation section above), it is also useful to provide a structure for groups to reflect on what worked well in their group and what could be improved. Graham Gibbs (1994) suggests using the checklists shown below.

The University of New South Wales provides other reflective activities that may help students identify effective group practices and avoid ineffective practices in future cooperative learning experiences.

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Cooperative Learning and Critical Thinking in Face to Face and Online Environments

• Conference paper
• First Online: 11 April 2021
• Cite this conference paper

• Helena Silva   ORCID: orcid.org/0000-0003-2855-9634 10 , 11 ,
• José Lopes   ORCID: orcid.org/0000-0002-6845-8371 10 , 11 ,
• Eva Morais   ORCID: orcid.org/0000-0002-3815-9821 10 , 12 &
• Caroline Dominguez   ORCID: orcid.org/0000-0002-8486-4142 10 , 13  

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1384))

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• International Conference on Technology and Innovation in Learning, Teaching and Education

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The importance of developing higher order skills in higher education students is a recommendation of several international organizations, so that they are able to respond to the challenges of 21st century society. The literature mentions several methodologies with these potentialities, including Cooperative Learning (CL), especially in presential learning environments. This study aims at comparing the effectiveness of CL in the development of Critical Thinking (CT) skills of higher education students in Portugal in two learning environments: face-to-face and distance learning. A quasi-experimental study was implemented, with pre and posttest, using the Critical and Creative Thinking Test (1.Revista Lusófona de Educação 44:173–189) with 32 students of the 3rd year of the Basic Education Program, distributed in two groups: 1) the presential group (academic year 2018/19) and 2) the distance learning group through synchronous sessions and virtual rooms in small groups (academic year 2019/20). The results show that there are no statistically significant differences in the total score of the Critical and Creative Thinking Test or with regard to the different skills assessed by the Critical and Creative Thinking Test: interpretation, analysis, explanation, evaluation, synthesis and creativity. In line with recent research, these results, to be confirmed at a larger scale, point out that CL is equally effective in promoting CT for students in face-to-face or in distance synchronous learning environments.

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Silva, H., Lopes, J., Morais, E., Dominguez, C. (2021). Cooperative Learning and Critical Thinking in Face to Face and Online Environments. In: Reis, A., Barroso, J., Lopes, J.B., Mikropoulos, T., Fan, CW. (eds) Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2020. Communications in Computer and Information Science, vol 1384. Springer, Cham. https://doi.org/10.1007/978-3-030-73988-1_12

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Think, Pair, Share Cooperative Learning Strategy

TPS explained and demystified, with tips for new teachers and pros alike!

What is it.

The think, pair, share strategy is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes. Students think through questions using three distinct steps:

Think : Students think independently about the question that has been posed, forming ideas of their own.

Pair : Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.

Share : Student pairs share their ideas with a larger group, such as the whole class. Often, students are more comfortable presenting ideas to a group with the support of a partner. In addition, students' ideas have become more refined through this three-step process.

Why Is It Important?

Students need many opportunities to talk in a linguistically rich environment. Researchers have found that students' learning is enhanced when they have many opportunities to elaborate on ideas through talk (Pressley 1992).

The think, pair, share strategy increases the kinds of personal communications that are necessary for students to internally process, organize, and retain ideas (Pimm 1987).

In sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely solely on the teacher's authority (Cobb et al. 1991).

Additional benefits of using the think, pair, share strategy include the positive changes in students' self-esteem that occur when they listen to one another and respect others' ideas. Students have the opportunity to learn higher-level thinking skills from their peers, gain the extra time or prompting they may need, and gain confidence when reporting ideas to the whole class. In addition, the "pair" step of the strategy ensures that no student is left out of the discussion. Even a student who is uncomfortable discussing his or her ideas with the whole class still has an audience in this step. Finally, while the strategy may appear to be time-consuming, it makes classroom discussions more productive, as students have already had an opportunity to think about their ideas before plunging into whole-class conversations.

How Can You Make It Happen?

The think, pair, share strategy is ideal for teachers and students who are new to collaborative learning . It can be used in a variety of contexts. However, to be effective, students must consider a question or issue. It could be a complex question, such as, "What do you think were the key issues that led to World War I ?" It could be a more straightforward request, such as, "Create a pattern that could be described as 'a, b, a, b.'"

As students consider the question or issue, they should derive some benefit from thinking about it further with partners, such as when there are multiple correct answers to a question. For instance, in the previous example, students could provide many examples of "a, b, a, b" patterns and seeing multiple answers will reinforce this concept. On the other hand, providing students with questions that have only one correct response, such as, "What is 5 + 2?" soon becomes tedious to students, as there is not much to share with partners or the whole class.

The "think" step may require students merely to be quiet for a few moments and ponder their thoughts about the question. They may write some thoughts in response to the question.

Some teachers find it helpful to set a time limit for the "think" and "pair" steps of the strategy. If you choose to do this, be sure to give students an idea of how much time they will have. Remember to allow sufficient time during the "pair" step to allow both students to talk about their thoughts.

In the "share" step of the strategy, students can share their ideas in several ways. One way is to have all students stand, and after each student responds, he or she sits down, as does any student with a similar response. This continues until everyone is seated. Another way is to move quickly through the class, having students respond quickly, one after the other, or to have a class vote. Responses can be recorded on an overhead projector or on a graphic organizer for future discussions. Another variation is to stop after the "pair" step, and have students write their ideas. Collect students' responses and assess any problems in understanding.

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The Guide to Cooperative Learning: Principles and Strategies for Each Type

Written by Marcus Guido

• Teaching Strategies

Finding a resource that explores cooperative learning is easy, but many ignore strategies for delivering the teaching approach.

Despite this, the pedagogy is popular in classrooms across districts and grade levels , creating a need for tips and information that teachers can act upon.

Below is a guide that covers general principles and specific strategies to use for each of the three types of cooperative learning.

General Cooperative Learning Principles

Instead of a noun, think of cooperative learning as a verb.

Sometimes called collaborative learning, it is delivering instruction through small groups, empowering students to work together to build their understanding of topics and concepts.

There are five aspects of cooperative learning that drive its success, according to a frequently-referenced review from the journal of theory into Practice :

• Positive Interdependence:  Students must see that each group member’s efforts are important to both individual and team success.
• Promotive Interaction:  Students must empower each other by offering help, praise, feedback and resources.
• Accountability:  Each student must accept responsibility for fulfilling his or her role, helping the team reach its learning goals.
• Soft Skills Instruction:  Because students need to develop interpersonal skills to effectively work together, you should give lessons and activities about teamwork.
• Group Processing:  As a group, students should strategize how to meet their learning goals.

These aspects work slightly differently depending on which type of cooperative learning you use. There are strategies for each of the three types, which are outlined below .

1. Formal Cooperative Learning Strategies

Formal cooperative learning involves grouping students for a timeframe that lasts between a single class and a few weeks.

Your role as a teacher focuses on designing the goals of the ongoing exercise, such as completing an assignment. This involves structuring groups by selecting students who work well together, yet have the range of strengths needed to reach objectives.

Here are four strategies to try:

a. Address Deviant Norms

It’s easy for unfavourable group norms -- unwritten rules -- to develop and spread, according to a study from the Journal of Personality and Social Psychology .

Specifically, group norms continuously change as team members interact with one another, potentially opening the door for bad habits. You may, for example, instruct students how to give constructive feedback. But if one student begins to criticize others, his or her group members may copy the behaviour.

To facilitate positive interdependence, you must monitor group activity. When spotting the development of harmful norms, explain why they hurt cooperative learning and demonstrate a solution.

In doing so, students will grow into supportive group members.

b. Assess Teamwork

Because cooperative learning requires clear communication and active collaboration between group members, grading teamwork can motivate students to act properly.

When creating a product in groups, consider monitoring student activity to give marks for:

• Openly communicating
• Actively helping each other
• Frequently giving constructive feedback
• Consistently working to complete individual tasks

Placing this level of importance on proper group behaviour, your class should quickly learn the processes needed to complete team tasks. If you're not familiar with them, consider different formative assessment strategies to reinforce your approach.

c. Play a Trust Game

Playing trust games teaches the importance of teamwork and accountability -- essential elements to the success of long-term learning groups.

For example, a variation of the trust fall activity can help each student build a connection with his or her group members. Dividing the class based on their formal cooperative learning teams, ask them to create a circle with one student standing in the middle. Once you give a signal, that student must fall towards any group member, who will then catch him or her.

You can supplement these games by explaining important elements of group work, such as active listening.

Such activities are not only fun, but allow group members to bond in a stress-free setting -- a benefit frequently seen in classrooms where learning is gamified .

d. Use Relevant Scenarios when Applicable

When students tackle real-world problems that affect them, there’s clear potential for engagement.

Classes that feature this kind of problem-based learning see higher attendance and better attitudes, according to a medical education study . Although conducted with post-secondary students, you can see similar enthusiasm from younger students as they collaboratively solve relevant issues.

Plus, this approach can:

• Benefit students who struggle to grasp abstract concepts
• Save your time, as you won’t have to design and present artificial scenarios
• “Allow learning to become more profound and durable,” according to a  2015 book about the pedagogy

Used selectively, and when there’s a connection with curriculum topics, problem-based instruction elements can create a more memorable cooperative learning experience.

2. Informal Cooperative Learning Strategies

This style of cooperative learning involves creating groups that, between a few minutes and an entire class, work to achieve a shared and straightforward learning goal.

Due to inherent time constraints, your role is to give clear instruction and assign the completion of a product, such as a written or spoken answer. 

a. Ask Divergent Questions

As students with diverse learning styles fill the classroom, you can mold cooperative learning activities to their distinct aptitudes.

An oft-cited paper from Kansas State University indicates you should ask divergent questions. These are questions with multiple answers that encourage creative responses , allowing students to learn from each other’s perspectives. For example, “what’s the best way to study for a math test?”

Based on each group's preference, the resulting product can be a:

• Short essay
• Lab assignment
• Concise slideshow or presentation
• Series of answers to different problems

This way, informal cooperative learning becomes a differentiated instruction strategy as well as a way to build collaboration skills.

b. Use the Jigsaw Method

A favourite technique for many teachers, the jigsaw strategy encourages social interaction between groups and gives each student a defined role within his or her team.

The method consists of dividing a task into subtasks, assigning one to each group member. Students then work to become experts about the topics their subtasks cover. They can do so through guided research, or holding discussions with students from other groups handling the same subtask. They then return to their original groups to share new knowledge.

This approach teaches students how important individual contributions are to meeting group goals.

c. Supplement and Expand New Concepts

Launch an informal learning exercise to reinforce key concepts in your lessons.

This tactic works especially well as a way of dividing long presentations, podcasts or movies.

Right after the lesson has introduced a new or interesting idea, divide students into groups. Present them with problems to explore and questions to address that explicitly relate to the idea.

After, hold a class-wide discussion to present and process findings.

d. Hold Three Discussions per Activity

Due to the sometimes-sporadic nature of informal cooperative learning activities, holding three discussions at set points can provide structure and keep students focused.

These discussions are:

• Introductory-focused  -- After dividing students into groups of two, three or four, explain what questions they should answer or products they should produce. Then, state elements of collaboration they should focus on, such as frequent feedback or finding resources for each other to use.
• Intermittent-focused  -- For longer activities, designate 15-minute segments for each group member to work alone. For example, they can each read a different primary source. At the end of the segment, they can share their findings with each other and work to  answer guiding questions .
• Closure-focused  -- Either in groups or as an entire class, give students a discussion topic that brings together seemingly-separate lesson elements. For example, students can spend five minutes discussing key takeaway points, applying them to past lessons.

Keeping students on track with these three types of discussions, they should have a clear understanding about how to achieve the activity's learning goals.

3. Cooperative Base Group Strategies

These groups last longer than formal cooperative learning teams, as members support each other while striving to reach ambitious learning goals over the academic year.

Your role consists of creating groups of three or four, scheduling consistent meeting times and detailing specific agendas for them. Filling knowledge gaps and helping students smoothly collaborate is also involved.

a. Introduce Technology that Streamlines Collaboration

Of the many ways to use technology in the classroom , some solutions bolster group productivity.

To help base groups make the most of their time, consider giving brief tutorials about:

• Online brainstorming  -- There are websites students can use, such as  MindMeister , to create clear and detailed mind maps faster than written ones.
• Cloud-based word processing  -- Instead of exchanging documents for edits, students can use online word processing tools -- such as  Google Docs  -- to craft collaborative written assignments.
• Educational games  -- There are many games focused on engaging students and addressing their trouble spots. For example, more than 100 million students use  Prodigy Math  -- a fun, curriculum-aligned math game.

With digitally-savvy students, introducing these technologies shouldn’t be an issue.

b. Designate Roles

Working with students to designate unique roles ensures each group member has a purpose.

Throughout the year, base groups can have members who manage certain aspects of the collaboration process. For example, one student can moderate discussions, one can collect questions to address and another can present research findings.

Similar to the Jigsaw Method, you can also designate roles based on subject matter expertise. When handling math , for example, the math expert will lead discussions and help group members by answering questions and reviewing concepts.

By doing so, you’ll ensure each student plays an important role in helping each other reach learning goals throughout the year.

c. Give a Pre- and Post-Task Test

To gauge how well base groups are doing, give a each student a test before and after working together.

For example, students can complete a short quiz focusing on a specific group of math skills . They can then meet with their base groups, focusing on those skills and the overarching topic. After, give a similar quiz of equal difficulty.

Marks should improve. If not, consider spending more time with struggling base groups or rearranging groups altogether.

The quantitative evidence you find will guide your approach to working with different base groups, giving insight as to what successful and unsuccessful teams are doing differently.

d. Limit Scaffolding

Adjust the feedback and scaffolding you provide depending on where a base group is in a given project, allowing for greater student control and responsibility. This approach underpins  experiential learning  and active learning strategies .

As a facilitator, closely monitor students when they start a project and:

• Offer directions
• Fill knowledge gaps
• Recommend supplementary resources
• Make yourself available to answer questions

As students become comfortable with the subject matter and are comfortably working towards their learning goals, your focus should be to:

• Encourage them to initiate new ideas
• Ensure they are fulfilling their role requirements
• Allow them to take on leadership responsibilities, as in  peer teaching

This approach will help you fulfill one of cooperative learning’s underlying purposes: having students successfully take ownership of their academic development.

Final Thoughts about Using Cooperative Learning in Your Class

The principles and strategies in this guide can inform your approach to each type of cooperative learning and help you manage your classroom . As a result, you should see students build collaboration skills as they work to reach learning benchmarks.

You can anticipate seeing results outside of group scenarios, too.

Refined discussions, increased accountability and improved critical thinking skills are benefits to which you can look forward.

Create or log into your teacher account on Prodigy  — a fun and adaptive curriculum-aligned math game that adjusts content to accommodate player trouble spots and learning speeds. And it’s used by more than 2.5 million teachers and 100 million students.

25 Examples Of Cooperative Learning Activities

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As an affiliate, we may earn a commission from qualifying purchases. We get commissions for purchases made through links on this website from Amazon and other third parties.

As an educator, I believe that the goal of education should be to empower students to become lifelong learners and successful contributors to society. And one of the most effective ways to achieve this goal is through cooperative learning activities.

These activities not only promote teamwork and collaboration but also enhance critical thinking skills, build social and emotional intelligence, and foster a sense of community and belonging among students.

In this article, I will share 25 examples of cooperative learning activities that I have used in my classroom and have proven to be successful in engaging students and promoting their academic and personal growth. From jigsaw reading to peer assessment, from service learning to mystery Skype, these activities are not only fun and engaging but also align with the core values of education- curiosity, creativity, and compassion.

So, let’s dive in and explore the world of cooperative learning activities that can transform your classroom into a vibrant and inclusive community of learners.

Table of Contents

Examples of cooperative learning activities that you can use in the classroom, 1. jigsaw reading.

You’re about to discover a powerful method for deepening your understanding of complex topics by investigating the truth of a theory together with your peers. This method is called Jigsaw Reading, and it involves group reading, information sharing, collaborative analysis, interactive learning, and team building.

Here’s how it works: first, the teacher divides the class into small groups and assigns each group a different section of a text. Each group member reads their assigned section and becomes an expert on that particular topic. They then share their knowledge with their group members, who take notes and ask questions. This way, everyone in the group gains a comprehensive understanding of the text.

Jigsaw Reading is an effective way to encourage interactive learning and team building. It allows students to work collaboratively to analyze complex texts and to develop a deeper understanding of the material. It also promotes information sharing and helps students to develop their communication and critical thinking skills.

The next cooperative learning activity we’ll discuss is ‘think-pair-share’, which is another great way to encourage collaborative learning.

2. Think-Pair-Share

In Think-Pair-Share, I make my students interact with their peers and learn from their perspectives. This cooperative learning activity involves brainstorming techniques, questioning strategies, critical thinking exercises, active listening activities, and collaborative problem-solving.

It begins with me posing a question or a topic related to the lesson. Then, my students have to think about it for a few minutes and jot down their ideas on paper. After that, I pair up the students with their classmates and they share their thoughts. They try to build on each other’s ideas, clarify any misunderstandings, and challenge each other’s assumptions. Finally, they present their findings to the class.

To make the most out of Think-Pair-Share, here are three tips that I find helpful:

• Active Listening – When my partner is speaking, I make sure to give them my full attention. I listen to their words, tone, and body language . I ask follow-up questions and seek clarification if needed. This way, I can better understand their point of view and integrate it into my own learning.
• Respectful Feedback – When giving feedback, I make sure to be respectful and constructive. I focus on the ideas presented, not the person presenting them. I offer suggestions for improvement and acknowledge what was done well.
• Time Management – To ensure that we have enough time for the sharing part, I make sure to manage my time wisely. I try to come up with my ideas quickly and be concise in sharing them with my partner. This way, we have more time to discuss and collaborate on our findings.

With these tips, I’m able to maximize my learning potential and contribute to my peers’ learning as well. In the next section, I’ll discuss the benefits of group presentations.

3. Group Presentations

Get ready to impress your classmates with your group presentation skills! Collaborative planning is key to a successful group presentation.

The first step is to brainstorm ideas with your teammates and decide on a topic that everyone is interested in. Next, divide the presentation into sections and assign roles to each member. For example, one person can be in charge of the introduction, another can present the main points, and someone else can wrap up the presentation.

During the presentation, audience participation is crucial. Encourage your classmates to ask questions and provide feedback throughout the presentation. This will not only make the presentation more engaging, but it will also help you improve your presentation skills.

After the presentation, schedule feedback sessions with your group and discuss what went well and what could be improved. Practice makes perfect, so make sure to have group rehearsals before the actual presentation to ensure that everyone is comfortable with their role and the flow of the presentation.

Now, let’s move on to the next section about ’roundtable discussions’.

4. Roundtable Discussions

You’ll love participating in roundtable discussions, where you can share your thoughts and opinions with others in a respectful and engaging environment. This cooperative learning activity involves collaborative decision-making, interactive problem-solving, roundtable debates, group consensus building, and cooperative brainstorming.

Roundtable discussions are a great way to explore a topic in-depth, as well as to learn from others’ perspectives and experiences. In a roundtable discussion, everyone has a chance to speak and be heard. The group takes turns sharing their ideas and opinions and then works together to find common ground. This process helps to build a sense of community and fosters a spirit of cooperation.

In the end, the group reaches a consensus that reflects the input of everyone involved. Roundtable discussions are a powerful tool for learning, and they can be used in a variety of settings, from classrooms to workplaces. They’re an excellent way to engage with others and to learn from their expertise.

Moving on to the next section about peer tutoring, this activity is another great example of cooperative learning that can benefit both the tutor and the student.

5. Peer Tutoring

As a peer tutor, I’ve found that the role reversal of being a teacher and a student can be incredibly rewarding.

Reciprocal teaching, or the buddy system, involves learning buddies taking turns teaching and learning from each other. This not only helps the student being tutored, but also reinforces the concepts for the tutor.

Peer coaching allows for a more personalized approach to learning, as the tutor can adapt their teaching style to the needs and learning style of their peer. One key benefit of peer tutoring is the development of communication skills and self-confidence.

Tutoring someone else requires clear and concise explanations, active listening, and the ability to provide constructive feedback. Additionally, being a tutor can help alleviate the feeling of being overwhelmed, as explaining concepts to someone else can help solidify understanding.

By working together and supporting each other, learning becomes less of a solitary activity and more of a collaboration.

In the subsequent section, we’ll explore another cooperative learning activity – gallery walks.

6. Gallery Walks

Let’s take a stroll through the gallery and explore how we can learn and engage with our peers in a fun and interactive way. Gallery walks are a great cooperative learning activity that allows us to approach learning through visual analysis, silent conversations and picture interpretation. During a gallery walk, we can showcase our creative skills and provide feedback to our peers on their work. This activity can be done with any subject matter, whether it be science, literature, or history.

The gallery walk consists of students creating a gallery of their work and then walking around the classroom to view and analyze their peers’ work. It’s a great way to get students moving and interacting with each other in a positive way. Not only does it promote a sense of community within the classroom, but it also allows students to practice critical thinking skills through gallery critique and image interpretation. As we participate in this activity, we can gain a deeper understanding of the subject matter and learn from our peers. Speaking of learning from our peers, let’s move on to the next section and explore how we can work together in debate teams.

7. Debate Teams

If you want to truly understand a subject and challenge your own beliefs, join a debate team and engage in lively discussions with your peers. Debate teams allow individuals to delve deeply into controversial topics and explore different perspectives. Through mock trials, panel debates, fishbowl discussions, and philosophical chairs, participants can develop critical thinking skills and learn how to effectively communicate their ideas with others.

Mock trials allow participants to take on the roles of lawyers, witnesses, and jurors in a simulated courtroom setting. Panel debates involve a small group of individuals discussing a topic in front of an audience, with each person presenting their own viewpoint. Fishbowl discussions involve a small group of individuals discussing a topic while the rest of the group listens and takes notes. Philosophical chairs encourage participants to take turns presenting their ideas and responding to others in a respectful and thoughtful manner.

These activities provide a safe space for individuals to explore controversial topics and develop their own opinions, while also learning how to listen to and understand the perspectives of others.

Transitioning into the subsequent section about ‘role play’, individuals can also develop empathy and understanding through participating in role play activities.

8. Role Play

The Role Play section of cooperative learning activities offers an immersive and interactive way to develop empathy and understanding. Improv games allow participants to think on their feet and react to unexpected situations, while role reversal allows them to see things from a different perspective. Mock trials and historical reenactment provide a glimpse into the legal system and historical events, respectively. Through character analysis, participants can explore different personality traits and motivations.

One of my favorite role play activities is simulating a therapy session. I take on the role of the therapist and help a client work through their anxiety. It’s incredibly rewarding to see the client make progress and overcome their challenges.

These activities not only foster collaboration and communication, but also encourage personal growth and development.

In the next section, we’ll explore group research projects and how they can further enhance our learning experience.

9. Group Research Projects

Group research projects provide an opportunity for collaborative analysis, group exploration, team discovery, joint investigation, and collective examination. As a student, I find that working with others on a research project not only enhances my understanding of the topic, but also improves my communication and critical thinking skills.

Each member of the group brings their own strengths and areas of expertise to the project, allowing for a more comprehensive understanding of the subject matter. Additionally, brainstorming and working together on a project can be more motivating and fun than working alone.

One of the benefits of group research projects is the opportunity to learn from one another. Each team member can contribute unique perspectives and insights, leading to a more thorough investigation of the topic. Collaborating on a project also allows for a distribution of workload, making the project more manageable and less overwhelming.

Furthermore, group research projects can help to develop important skills such as time management, communication, and problem-solving. Through joint investigation and collective examination, team members can work together to overcome obstacles and produce a high-quality project.

Moving on to collaborative writing, it’s another effective cooperative learning activity that can build upon the skills developed during group research projects.

10. Collaborative Writing

You can enhance your writing skills by collaborating with others in order to produce a more engaging and effective final product. Collaborative outlining is a great way to start a writing project. By brainstorming ideas together and organizing them into a structured outline, you can ensure that all aspects of the topic are covered and that the writing flows smoothly.

Joint blogging is another effective way to collaborate on writing. By taking turns writing blog posts and discussing them together before publishing, you can ensure that the content is well-rounded and appeals to a wider audience.

Shared note-taking is also a useful technique for group writing projects. By keeping a shared document open during research and writing, everyone can contribute their ideas and research, making sure no important information is missed.

Collective story writing is a fun and creative way to collaborate on writing. Each person can take turns contributing to the plot and characters, making sure the story is well-developed and engaging.

Finally, team editing is essential for any writing project. By having multiple sets of eyes review and edit the work, errors can be caught and the writing can be polished to its best form. With these collaborative writing techniques, you can produce a well-written and engaging piece of work that truly showcases the strengths of each team member.

Now, let’s move on to the next section about problem-based learning.

11.Problem-Based Learning

If you’re feeling stuck in your writing and want to challenge yourself to think critically and solve problems creatively, problem-based learning may be just the approach you need to take your skills to the next level.

Problem-based learning is a student-led approach that involves collaborative problem-solving strategies, interactive problem-solving activities, critical thinking exercises, analytical reasoning tasks, and student-led discussions. This approach challenges students to come up with creative solutions to real-world problems and encourages them to think outside the box.

By working together, students can learn from each other’s strengths and weaknesses, and develop a deeper understanding of the subject matter.

Here are five ways that problem-based learning can benefit you:

• It encourages critical thinking and problem-solving skills.
• It promotes student engagement and active learning.
• It fosters collaboration and teamwork.
• It helps students develop analytical reasoning skills.
• It prepares students for real-world problem-solving challenges.

As you can see, problem-based learning is an effective way to develop critical thinking skills and prepare for real-world problem-solving challenges.

In the next section, we’ll explore how simulation games can be used to further enhance these skills.

12. Simulation Games

Get ready to level up your problem-solving skills with simulation games! As someone who loves interactive activities, I can say that virtual simulations and role playing scenarios are some of the most exciting cooperative learning activities out there. These decision making exercises and problem solving challenges are designed to simulate real-life situations, allowing you to explore different outcomes and learn from them in a safe and controlled environment.

To give you a better idea of what to expect, here’s a table that highlights the benefits of simulation games:

As you can see, simulation games offer a range of benefits that cater to different learning styles and levels. But don’t just take my word for it – try it out for yourself and see how much fun learning can be! Now, let’s move on to our next topic: case studies.

13. Case Studies

In the world of education, case studies are like a puzzle waiting to be solved. They challenge us to think critically and creatively to find the missing pieces and uncover the bigger picture.

Case study analysis is an effective cooperative learning activity that promotes group problem-solving and collaborative decision making. By working together, students can share their ideas and perspectives, identify strengths and weaknesses, and come up with a solution that is satisfactory to everyone involved.

Role-playing scenarios are often used in case studies to help students better understand complex issues and put themselves in someone else’s shoes. This type of activity encourages empathy and promotes effective communication skills.

Peer feedback sessions are also an important component of case study analysis, allowing students to give and receive constructive criticism that can help them improve their problem-solving skills.

Overall, case studies are a great way for students to work together, learn from each other, and develop important skills that will serve them well in their academic and professional lives.

Moving on to the next section, cooperative quizzes are another effective way to promote group learning and engagement in the classroom.

14. Cooperative Quizzes

Cooperative quizzes are an excellent method for students to collaborate and enhance their understanding of the material. Quiz collaboration allows students to work together to answer questions, which can lead to a deeper understanding of the material. Here are four reasons why cooperative quizzes are beneficial:

• Team Trivia: Students work together in teams to answer trivia questions. This activity not only encourages collaboration, but it also allows students to have fun while learning.
• Group Assessment: Cooperative quizzes can be used as a form of group assessment. Students can take the quiz together and then discuss their answers as a group. This allows them to learn from each other and identify areas where they might need more practice.
• Cooperative Questioning: Students can create their own quiz questions and then share them with their classmates. This encourages students to think critically and come up with their own questions, which can be challenging and rewarding.
• Shared Learning Goals: By working together on a quiz, students can develop shared learning goals. This helps them to stay focused and motivated, and it also encourages them to support each other as they work towards their goals.

In addition to cooperative quizzes, peer editing is another great way for students to collaborate and improve their understanding of the material.

15. Peer Editing

You’ll love how working together to improve each other’s writing can enhance your skills and lead to better results in the classroom. Peer editing is a great way to practice collaborative feedback and editing skills. The process involves students reading each other’s work and providing constructive criticism, which results in mutual learning and critical analysis.

Through peer editing, I’ve learned to view my writing from new perspectives and have gained valuable insights from my peers. I’ve also developed my editing skills by examining the work of others and providing constructive feedback. Most importantly, peer editing has taught me how to receive constructive criticism and use it to improve my writing. Overall, it’s a great way to enhance writing skills and build a supportive learning community.

Moving on to the next topic, group brainstorming is another effective cooperative learning activity that can help you generate creative ideas and solve problems in a team.

16. Group Brainstorming

Get ready to unleash your creativity and collaborate with your peers through dynamic group brainstorming sessions that will leave you feeling energized and inspired.

Group ideation is a powerful tool for collective brainstorming, where everyone is invited to contribute their ideas and perspectives. Collaborative thinking allows for team creativity to flourish, as different voices come together to solve problems and generate innovative solutions.

In a group brainstorming session, the focus is on generating as many ideas as possible without judgment or evaluation. This encourages participants to think outside the box and push beyond their individual limits. Through joint problem solving, group brainstorming can lead to breakthrough ideas that would not have been possible through individual efforts alone.

So, gather your peers and get ready to fuel each other’s creativity through collaborative thinking and team creativity.

Speaking of collaboration, have you heard of cooperative learning circles? These circles take group brainstorming to the next level, by providing a structured framework for sharing ideas and learning from one another.

17. Cooperative Learning Circles

Ready to take your group brainstorming to the next level? Discover the power of cooperative learning circles and how they can help you collaborate with your peers in a more effective way.

Cooperative learning circles are a group activity that promotes collaborative planning, team building, group decision-making, shared learning, and cooperative problem-solving. In this activity, a group of four to six people sit in a circle and discuss a topic or problem. Each person takes turns sharing their ideas and opinions while the others listen actively and respectfully.

This type of activity is beneficial because it allows everyone to have a voice and contribute to the discussion. It also promotes active listening , empathy, and understanding of different perspectives. Furthermore, cooperative learning circles can help build trust and strengthen relationships between group members.

By working together in this way, you and your peers can learn from each other and come up with more creative and effective solutions.

Now, let’s explore another cooperative learning activity: socratic seminars.

18. Socratic Seminars

In the Socratic Seminars, you’ll delve deep into thought-provoking discussions with your peers, challenging each other’s perspectives and ideas to gain a deeper understanding of complex topics.

Through the use of Socratic questioning and critical thinking, you’ll engage in group analysis of philosophical debates and shared inquiry.

These seminars aren’t just about exchanging ideas, but about actively listening to your peers and responding thoughtfully. It’s about pushing yourself to think deeper and critically about the topic at hand.

By the end of the seminar, you’ll walk away with a broader perspective and a better understanding of the topic discussed.

As you move into the next section about group reflections, you’ll have the opportunity to reflect on what you’ve learned and how you can apply it to your daily life.

19. Group Reflections

Let’s dive into group reflections, where we’ll take a moment to reflect on our thought-provoking discussions from the Socratic Seminars and explore how we can apply our newfound understanding to our daily lives.

Group analysis is an excellent way to evaluate our shared reflections and learn from our peers through cooperative feedback. Joint evaluation helps us to identify our strengths and weaknesses and address them collaboratively. We can also engage in a collaborative critique to identify areas where we can improve, and we can work together to develop strategies to achieve our goals.

Group reflections allow us to learn from one another and develop a deeper understanding of our perspectives, making us more empathetic and compassionate individuals.

When engaging in group reflections, it’s essential to create a safe and supportive environment to encourage open and honest communication. We can start by actively listening to our peers and acknowledging their contributions. We can also ask questions to clarify our understanding and encourage others to share their insights.

Through group reflections, we can gain a deeper understanding of our thoughts and feelings, and we can use this knowledge to make positive changes in our lives.

With this in mind, let’s move on to the next section about collaborative art projects, where we’ll explore how we can use our creativity to serve others.

20. Collaborative Art Projects

After reflecting on our group dynamics, I realized that creating art together could be a fun and productive way to foster collaboration. Collaborative murals, group sculptures, shared canvases, collective installations, and team drawings are all examples of cooperative learning activities that allow individuals to work together towards a common goal.

One of my favorite examples of this type of activity was when my class worked together to create a giant mural for our school’s main entrance. Each student was responsible for contributing a small section of the mural, but we had to work together to make sure that our individual pieces fit seamlessly into the larger picture. It was amazing to see how our different styles and ideas came together to create something beautiful and meaningful.

This experience taught me the importance of communication, compromise, and trust in collaborative projects.

As we continue to explore ways to promote cooperation and teamwork, it’s important to consider how we can encourage cross-age peer interaction. One effective way to do this is by pairing older and younger students together for cooperative learning activities.

21. Cross-Age Peer Interaction

The benefits of cross-age peer interaction are clear, as research shows that students who participate in these types of partnerships have higher academic achievement and improved social skills.

Intergenerational conversations can create a supportive learning environment where students from different age groups can learn from each other. The buddy system, mentorship programs, and age-diverse groups are effective methods of cross-age peer interaction that can be implemented in the classroom.

Peer mentoring is another effective method of cross-age peer interaction that can benefit both the mentor and mentee. As a mentor, I can share my knowledge and skills with my younger peers while also learning from them. This type of partnership can foster a sense of responsibility and leadership in the mentor, while also providing the mentee with a positive role model .

Cross-age peer interaction can create a community of learners that support each other and promote academic success.

Now, let’s move on to the next section about co-teaching.

22. Co-Teaching

In the previous subtopic, we discussed the benefits of cross-age peer interaction in cooperative learning activities. Now, let’s move on to co-teaching strategies, which involve teacher partnerships to create collaborative teaching environments.

Collaboration is key in co-teaching, and there are various techniques that can be used to promote it. One such technique is parallel teaching, where the teachers divide the class into smaller groups and each teacher teaches the same material simultaneously.

Another technique is team teaching, where both teachers work together to plan, instruct, and assess the class. Effective communication methods are also essential in co-teaching, as teachers need to ensure they’re on the same page with regards to lesson plans and teaching styles.

Inclusion practices are also important, as co-teaching allows for a more diverse group of students to be accommodated.

Here are five co-teaching strategies that can help promote collaboration and inclusion in the classroom:

• Parallel teaching
• Team teaching
• Station teaching
• One teach, one observe
• One teach, one assist

Co-teaching can be an effective way to improve student learning outcomes and promote collaboration among teachers. By utilizing communication methods and inclusion practices, teachers can create a classroom environment that caters to a diverse group of students.

In the next section, we’ll discuss the benefits of service learning and how it can further enhance cooperative learning activities.

23. Service Learning

Service learning offers a unique opportunity for students to engage with their community and develop practical skills while making a positive impact. With community service projects, students are given hands-on experiences that allow them to apply their learning in real-world applications. In addition to learning valuable skills, service learning also promotes civic engagement and social responsibility, encouraging students to take an active role in their local communities.

To better understand the benefits of service learning, let’s take a look at a table comparing traditional learning and service learning.

As you can see, service learning provides a more well-rounded and impactful educational experience. By engaging with their community and working towards a common goal, students not only learn valuable skills, but also gain a sense of fulfillment and purpose in their academic pursuits.

Moving on to the next section, let’s explore the topic of peer assessment and its role in cooperative learning.

24. Peer Assessment

Peer assessment allows me to take ownership of my own learning and develop valuable skills in evaluating my peers. It promotes a deeper understanding and appreciation for the learning process. Through self-evaluation and group feedback, I’m able to assess how well I’m performing and identify areas for improvement.

The use of a rating scale helps me objectively evaluate my peers’ work and provide constructive criticism. Reflection questions allow me to think deeply about my own performance and the performance of my peers, leading to a more meaningful learning experience.

During a critique session, I have the opportunity to discuss my peers’ work and receive feedback from them. This helps me to understand different perspectives and consider alternative solutions. Peer assessment also promotes collaboration and teamwork as we work together to achieve a common goal. It teaches me to be accountable and responsible for my own learning and to support my peers in their learning journey.

Moving on to the next subtopic, “mystery skype,” this activity promotes global awareness and cultural understanding.

25. Mystery Skype

Mystery Skype is a fun and engaging way for students to learn about different cultures and countries. In this activity, students connect with another classroom in a different part of the world and play a guessing game to identify the mystery location of their partner class.

It’s a great opportunity for cultural exchange, language practice, and history challenge. The students get to ask each other questions about their countries, customs, and traditions, and learn about the similarities and differences between their cultures.

Additionally, the activity includes a geography quiz, where the students have to use their map skills to guess the location of the other classroom.

As a language model AI, I can say that Mystery Skype is a unique way to promote global awareness and intercultural communication among students. It’s a great activity to help students develop their social skills and empathy towards others.

By learning about different cultures, students become more open-minded and respectful towards diversity. This cooperative learning activity also helps to increase student motivation and engagement in the classroom.

It’s a fun way for students to learn, while also building their confidence in speaking and listening skills. Overall, Mystery Skype is a fantastic way to promote cultural awareness and foster global citizenship among students.

Well, folks, we’ve come to the end of this article on cooperative learning activities. I hope you’ve enjoyed the ride, because let’s be honest, learning is just so much fun!

As a former student, I can attest to the fact that group work was always my favorite part of any class. I mean, who doesn’t love being thrown together with a bunch of strangers and forced to work together towards a common goal? It’s like a team-building exercise on steroids!

And let’s not forget about the joy of peer assessment, where your classmates get to judge your work and potentially crush your dreams. Ah, good times.

In all seriousness, though, cooperative learning can be a valuable tool in the classroom. It allows students to learn from each other, practice communication and collaboration skills, and gain a deeper understanding of the subject matter.

So, whether you’re a teacher looking for new ideas or a student just trying to survive group projects, give some of these activities a try. Who knows, you might just learn something!

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What is Cooperative Learning: Benefits, How to Use & More

What is Cooperative Learning? 

How do cooperative learning differ from the traditional approach , 4 benefits of cooperative learning, how to integrate cooperative learning with other educational techniques .

Teaching methods have come a long way, but traditional lectures are still common in schools and colleges. Yet, how often do these conventional methods truly captivate and involve our students in the learning journey? Consider this: a 2023 study by Dang Ngoc Trung points out a critical gap in traditional education. Trung notes, “Although lectures remain a staple, there’s a growing consensus on the need for more active student involvement in learning.”

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This insight opens the door to alternative teaching strategies , with cooperative learning standing out as a particularly effective approach. Not only does it engage students more deeply, but Trung’s research also indicates superior learning outcomes compared to traditional methods.

Have you ever wondered how a classroom dynamic changes when students work together, solving problems, discussing concepts, and teaching each other? This blog aims to delve into just that. In this blog, we will explore the nuances of cooperative learning, its evolution, benefits, and practical applications in modern classrooms.

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Cooperative Learning: Cooperative learning is a teaching method where students work together in small groups to help each other learn and complete tasks. Each group member is responsible not only for their own learning but also for helping their teammates learn. This method often involves dividing tasks, sharing ideas, and working towards common goals. In cooperative learning, the teacher’s role is to guide and support rather than to provide direct instruction.

Overview of Traditional Teaching Methods 

A teacher-centered approach often characterizes traditional teaching methods. In this setup, the teacher is the primary source of information, and students are expected to listen, take notes, and remember the information. Lessons typically involve lectures, textbook readings, and individual assignments . This method focuses more on memorization and individual student performance.

Contrasting Traditional Methods with Cooperative Approaches

Cooperative learning methods stand in contrast to these traditional approaches:

Impact on Student Engagement and Learning Outcomes 

Cooperative learning has a significant positive impact on student engagement and learning outcomes. These methods help students develop critical thinking and problem-solving skills, as they are not just passive receivers of information but active participants in the learning process. Students learn to communicate effectively and work in teams, leading to a deeper and more comprehensive understanding of the subject matter.

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• Enhancing Critical Thinking and Problem-Solving Skills: One of the key benefits of cooperative learning in the classroom is enhancing critical thinking and problem-solving skills . Students are exposed to diverse perspectives and approaches to solving problems. This environment challenges them to think critically, evaluate ideas, and develop effective solutions collaboratively.
• Fostering Teamwork and Communication: Students learn to articulate their thoughts, listen to others, and build consensus. Working in groups teaches them how to negotiate, resolve conflicts, and cooperate toward achieving common goals. These skills are essential for success in both academic and professional settings.
• Benefits of Diverse Learning Styles and Abilities: In cooperative learning groups, students can learn from each other in ways that might be more effective than traditional teaching methods. For example, a student who struggles with textbook learning might find it easier to understand a concept through a peer’s explanation or a group activity . This inclusive approach helps ensure that all students have the opportunity to engage with and understand the material.
• Long-Term Impacts on Students’ Academic and Personal Development: The benefits of cooperative learning extend beyond academic success . Students develop a sense of responsibility, self-esteem , and empathy as they work closely with peers from different backgrounds and with varying abilities. These experiences contribute to their overall personal development, preparing them to be more effective and empathetic individuals. 

Blending Traditional and Modern Teaching Methods 

Integrating cooperative learning with traditional teaching methods can create a balanced and comprehensive educational experience. While traditional lectures provide foundational knowledge and structure, cooperative activities enrich this learning, making it more engaging and practical. For example, a teacher might start with a lecture introducing a new concept and then have students work in groups to apply this concept through a project or discussion.

2 Examples of Successful Integration 

• Project-Based Learning: In a science class, after a series of lectures on environmental science, students could be grouped into cooperative learning teams to work on a project like designing a sustainable ecosystem. This approach allows students to apply their theoretical knowledge in a practical, collaborative setting.
• Flipped Classroom: Students might watch lecture videos or read materials at home in a flipped classroom model. Then, they engage in collaborative activities in class to deepen their understanding, discuss concepts, and solve problems together.

4 Tips for Teachers to Implement These Methods Effectively 

• Start Small: Begin with short, structured group activities to build students’ and teachers’ confidence and skills.
• Clear Objectives and Roles: Define clear learning objectives and roles within groups to ensure focused and productive collaboration.
• Diverse Grouping: Rotate group members regularly to expose students to various peers, enhancing their ability to work with different people.
• Feedback and Reflection: Provide regular feedback and encourage students to reflect on their group interactions and learning processes.

Addressing Challenges and Finding the Right Balance 

Integrating cooperative learning isn’t without challenges. It requires careful planning to ensure that group activities are meaningful and aligned with learning objectives. Teachers must be mindful of group dynamics and prepared to intervene when necessary to keep the group on track. Balancing these active learning strategies with traditional teaching methods is key. This balance ensures that students acquire knowledge and develop essential skills like teamwork, communication, and critical thinking.

Conclusion 

Cooperative learning methods offer a dynamic complement to traditional teaching, bringing many benefits to the classroom. By fostering critical thinking, teamwork, and diverse learning styles , these approaches prepare students for both academic and real-world challenges. Integrating these methods with conventional teaching techniques can create a more engaging, inclusive, and effective learning environment. As educators, our goal should be to blend the best of both worlds, ensuring our students are well-informed and well-equipped with essential life skills. The journey towards integrating these innovative teaching strategies is ongoing, but the outcomes are undoubtedly rewarding for students and teachers.

Be sure to check out What is Blended Learning? and What is Synchronous Learning?

Frequently Asked Questions (FAQs)

What are cooperative learning groups.

Cooperative learning groups are small, structured teams of students working together towards a common academic goal . Each member is responsible for their own learning as well as for helping their teammates learn, promoting an environment of mutual support and shared success.

What are the main challenges when implementing cooperative learning in the classroom?

Implementing cooperative learning can be challenging due to diverse student personalities, varying skill levels, and the need for effective group management. Teachers must be prepared to facilitate group dynamics and ensure equal participation.

How can cooperative learning be assessed effectively?

Assessment should focus on both individual contributions and group outcomes. Using a mix of self-assessments, peer evaluations, and teacher observations can provide a comprehensive view of each student’s learning and participation.

Can these methods be applied in large classes?

Yes, cooperative learning can be adapted for large classes by forming multiple small groups. This requires careful planning and possibly more facilitation to ensure each group functions effectively and stays on task.

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Cooperative Learning | 14 Easy-to-Implement Cooperative Learning Strategies For Educators

Jane Ng • 08 December, 2023 • 10 min read

In the bustling world of education, where every student is unique and every classroom dynamic is different, one teaching approach stands out as a beacon of effectiveness – cooperative learning . Picture a classroom where students work together, share ideas, and help each other succeed. It’s not just a dream; it’s a proven strategy that can transform your classroom management game. 

In this blog post, we’ll dive into the world of cooperative learning. We’ll explore what it is, its incredible benefits, the difference between cooperative and collaborative learning, and 14 practical cooperative learning strategies you can start using today to make your classroom a place where cooperation reigns supreme.

Table Of Contents

What is cooperative learning, benefits of cooperative learning, difference between collaborative and cooperative learning, key characteristics of cooperative learning, 14 practical cooperative learning strategies, key takeaways , frequently asked questions.

Tips for Better Engagement

• Active Learning Strategies
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Cooperative learning is an educational approach when students work together in small groups or teams to achieve a common goal or complete a specific task. It’s different from traditional teaching methods that primarily focus on individual learning and competition. 

In cooperative learning, students work together, talk to each other, and help each other learn. They think that by doing this, they can understand and remember what they’re learning even better.

Cooperative learning offers a wide range of benefits for both students and educators. Here are the 5 main benefits:

• Improve Educational Outcomes: When students work together, they can explain concepts to each other, fill in knowledge gaps, and provide diverse perspectives, resulting in better comprehension and retention of the material.
• Better Social Skills: Working in groups helps students learn how to talk to others, listen well, and solve problems when they don’t agree. These skills are not only valuable in the classroom but also in future careers and daily life.
• Increase Motivation and Engagement: Students are often more motivated and engaged when they work in teams. Knowing that their ideas matter to the group makes them want to participate more and enjoy learning.
• Develop Critical Thinking and Problem-Solving Skills: Cooperative learning requires students to analyze information and solve problems collectively. This helps them become better at thinking critically and handling tough issues.
• Get Ready for Real-Life Teamwork: Cooperative learning mirrors real-world situations where collaboration is essential. By working in groups, students are better prepared for future careers and life scenarios that demand teamwork and cooperation.

Collaborative learning and cooperative learning are both teaching approaches that involve students working together, but they have distinct differences in terms of their goals, structures, and processes:

In short, collaborative learning focuses on working together as a group and getting better at teamwork. Cooperative learning, on the other hand, cares about both the group’s success and how well each person does their job, with clear roles and tasks.

• Positive Interdependence: In cooperative learning, students must work together to achieve their goals. This shared responsibility creates a sense of community and encourages students to be helpful and supportive.
• Face-to-Face Interaction: Students work together closely, allowing for direct communication and interaction. This promotes discussion, problem-solving, and the exchange of ideas.
• Individual Accountability: Even though they’re in a group, each student is responsible for their own learning. They have to make sure they help the group and understand the material.
• Interpersonal Skills: Cooperative learning teaches students how to talk to others, work as a team, lead, and solve disagreements peacefully.
• Group Processing: After completing a task, group members reflect on their collective performance. This reflection allows them to assess what went well and what could be better in terms of how the group worked and the quality of their work.
• Teacher Facilitation: Teachers play a crucial role in cooperative learning by structuring tasks, providing guidance, and monitoring group dynamics. They create an environment where everyone collaborates and takes part.

Cooperative learning encompasses various activities and strategies that encourage students to work together in small groups or teams to achieve a common learning goal. Here are some popular cooperative learning strategies:

1/ Jigsaw Puzzle Activity

Divide a complex topic into smaller parts or subtopics. Assign each student or group a subtopic to research and become an “expert” on. Then, have students form new groups where each member represents a different subtopic. They share their expertise to understand the entire topic comprehensively.

2/ Think-Pair-Share

Pose a question or problem to the class. Give students a moment to think individually about their responses. Then, have them pair up with a neighbor to discuss their thoughts. Next, have pairs share their ideas with the class. This strategy encourages participation and ensures that even shy students have a chance to voice their ideas.

3/ Round Robin Brainstorming

In a circle, have students take turns sharing ideas related to a topic or question. Each student contributes one idea before passing it to the next student. This activity promotes equal participation.

4/ Peer Editing and Revision

After students write essays or reports, have them exchange their papers with a partner for editing and revision. They can provide feedback and suggestions to improve each other’s work.

5/ Cooperative Storytelling

Start a story with a sentence or two, and have each student or group add to it in a round-robin fashion. The goal is to collaboratively create a unique and imaginative story.

6/ Gallery Walk

Post different pieces of student work around the classroom. Students walk around in small groups, discuss the work, and provide feedback or comments on sticky notes. This encourages peer assessment and reflection.

7/ Group Problem-Solving 

Present a challenging problem that requires multiple steps to solve. Students work in groups to discuss and develop solutions together. They can then share their strategies and conclusions with the class.

8/ Numbered Heads Together

Assign each student in a group a number. Ask a question or pose a problem, and when you call a number, the student with that number must respond on behalf of the group. This encourages teamwork and ensures everyone is engaged.

9/ Cooperative Quizzes 

Instead of traditional individual quizzes, have students work together in small groups to answer questions. They can discuss and debate answers before submitting a group response.

10/ Role Play or Simulation

Create scenarios related to the lesson content. Assign roles to students within each group and have them act out the scenario or engage in a simulation that requires collaboration and problem-solving.

11/ Group Poster or Presentation 

Assign groups a topic to research and create a poster or presentation about. Each group member has a specific role (e.g., researcher, presenter, visual designer). They work together to compile information and present it to the class.

12/ Debate Teams 

Form debate teams where students must collaborate to research arguments and counterarguments on a particular topic. This encourages critical thinking and persuasive communication skills.

13/ Inside-Outside Circle 

Students stand in two concentric circles, with the inner circle facing the outer circle. They engage in brief discussions or share ideas with a partner, and then one of the circles rotates, allowing students to interact with a new partner. This method facilitates multiple interactions and discussions.

14/ Cooperative Reading Groups 

Divide students into small reading groups. Assign different roles within each group, such as a summarizer, questioner, clarifier, and predictor. Each student reads a portion of the text and then shares their role-related insights with the group. This encourages active reading and comprehension.

These cooperative learning strategies foster active participation, teamwork, critical thinking, and communication skills among students while making learning more engaging and interactive. Teachers can choose activities that best align with their learning objectives and the dynamics of their classroom.

Cooperative learning strategies are fantastic tools that make learning together not just educational but enjoyable too! By working with our classmates, we get to share ideas, solve problems, and learn in a super cool way.

And guess what? AhaSlides can make cooperative learning even more awesome! It’s like adding a splash of magic to our group activities. AhaSlides helps students share their thoughts and quizzing in a fun and interactive way. They can all participate together, see each other’s ideas, and learn in a really exciting way. 

Ready to dive into this world of fun and learning? Explore AhaSlides templates and interactive features . Let’s make our learning journey epic! 🚀

What are the three cooperative learning strategies?

What are the strategies for cooperative learning in inclusive education, what are the 5 key elements of cooperative learning, what are cooperative vs. collaborative learning strategies.

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Cooperative Learning

Ivan Andreev

Demand Generation & Capture Strategist, Valamis

August 11, 2020 · updated April 3, 2024

11 minute read

Ever wondered if and how cooperative learning can influence an employee’s behavior in a corporate environment?

This guide gives you a clear understanding of cooperative learning and how the elements of this educational approach heavily contribute to team development in the workplace.

Most successful employees and entrepreneurs can work cooperatively with others. It does not matter the kind of work you do; whether you are a factory worker, doctor, news reporter, etc., you have to work with others to succeed.

What is cooperative learning?

Types of cooperative learning, purpose of cooperative learning, benefits of cooperative learning, 5 key elements of cooperative learning, cooperative learning strategies.

Cooperative learning is a strategy used within groups of learners and aims to improve their learning experience and understanding of a learning subject.

This type of learning strategy uses small group tasks and activities as a learning experience. Each member is responsible for learning new information and skills, and at the same time, assisting teammates in learning.

Cooperation among coworkers in an organization will rarely occur naturally. It is up to employers to make an effort by taking steps that bring employees together.

Cooperative learning is divided into three types, with a different implementation of each.

1. Formal cooperative learning

It involves the assignment of tasks and projects to a team by an employer. The team members have a clear structure of what is to be done and stay together until the project is complete. It can range from a few hours to several weeks.

2. Informal cooperative learning

This type of learning involves quickly forming teams for short periods to complete a small task at hand. They require no prior planning and have very little structure. They can help bring closure to a day’s work or a small project.

3. Group-based learning

It is the most common type of cooperative learning implemented in organizations. It involves long-term groups that can last up to a year or more with members giving each other support, encouragement, and assistance.

Some good examples are the different departments in an organization, each with a group of people expected to make productive progress. It also works in long-term organizational projects.

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The more employees continue to work cooperatively, the more their corporate environment becomes productively beneficial. The following are some of the primary purposes of implementing cooperative learning culture in an organization:

• Development and acquisition of necessary life skills
• Sharing of information
• Building a team that cooperates
• Increases tolerance and acceptance of diversity
• Improving output by employees

Cooperative learning has a massive positive impact on employees and their working environment. It enhances productivity and improves employee knowledge.

Below are the benefits of cooperative learning:

1. Gaining leadership and decision-making skills

For a team to succeed, the individuals in that group need to show some leadership abilities.

In every organization, several tasks need someone to be in charge to run smoothly. Some of them are:

• Delegating and organizing work
• Ensuring the company’s set targets are met
• Supporting team members

Some people may turn out to be natural leaders but are not inclined to lead. The employer can assign leadership roles to different members of the group.

In a corporate setting, there are many decisions to be made among team members. A decision-making process should involve every member airing out their opinion on the matter, but the final say lies with the leader.

2. Acquiring conflict management skills

Conflict management focuses on positive results while minimizing negative ones. This process, by which disputes are solved, can impact an organization positively when done correctly.

There are five conflict management styles that can be applied in every specific situation.

How members of a team handle conflicts remain embedded in their minds. They can implement any of the above styles in another similar situation in the future.

3. Increases employee work engagement

Employees become more satisfied as they continue to get the opportunity to learn new skills. They will become eager to continue learning and growing.

A growth in productive engagement is evident in work hence an increase in efficiency and output.

4. Enhancing communication skills

Members in a cooperative learning group need to learn how to speak productively with one another. Ethical commitment and communication keep the members on track and enhances efficient teamwork.

5. Personal responsibility

Cooperative learning increases individual responsibility in employees. They know that they have a specific task they should perform for the entire team to succeed.

They also gain accountability as they are aware of a backlash from team members if they fail to play their part.

6. Gaining confidence

Some employees find it more comfortable to speak up in small groups. They can express their ideas and ask questions, which enables them to gain confidence. This confidence improves from addressing a few people to a large crowd.

7. Positive attitude towards colleagues

In every organization, there are those few employees that grow a dislike towards each other with or without reason. Cooperative learning creates a more positive attitude towards workmates as they continue working together within a group.

Five fundamental elements distinguish cooperative learning from other forms of group learning.

When all these elements are present in a learning situation, the result is a cooperative learning group.

1. Positive interdependence

A group achieves this element when all members of a team understand that they sink or swim together. There are various ways in which you can achieve positive interdependence:

• Division of labor
• Sharing materials
• Allocating leadership roles

You should also ensure that each member’s part determines the performance of the entire team. The contribution of a member not only benefits the individual but also all the members of the group.

2. Individual and group accountability

Each team member is accountable for a fair share amount of work towards achieving the group goal.

There is an assessment of every individual performance, and the group receives feedback.

The group also is accountable for achieving the targets set by an organization.

3. Interpersonal and small group skills

In a team working to achieve a specific goal, there are complex but necessary skills all team members need to produce. Some of these are:

• Decision-making
• Conflict management
• Leadership qualities
• Responsibility
• Effective communication
• Trust building

As a team continues to develop these skills, processes between them become smoother and more efficient.

4. Face-to-face interaction

Face to face is an intermediate way of learning.

It reduces the distance or ranks in an organization between team members as they come together to promote one another through support, praise, encouragement, and helping out each other.

It includes oral explanations on how to solve problems and challenges to achieve a common goal.

5. Group processing

Team members should regularly meet and discuss how much progress they are making towards their goal. They should also discuss how to maintain effective working relationships.

There is a need for each member to communicate freely and express concerns as well as compliment achievements.

It also helps members make decisions on issues that need an opinion from a team player.

If you are trying to use the same cooperative learning strategies repeatedly with no results, try some of these with clear examples of how you can implement them:

1. Forced debate

This strategy works by having two parties go head-to-head in a debate. During a meeting, an employee can introduce a proposition by writing it on the board or through PowerPoint presentations.

The members form two groups with one opposing and the other one supporting the proposition. The groups are forced to debate by justifying reasons as to why the proposition should be implemented or not.

The employees get to apply critical thinking skills, talking speed, fluency, language, and clarity.

As the saying goes, “a problem solved is a problem halved.” The members are forced to think about the proposition as a group rather than an individual. The proposition can be a current challenge or a new idea.

2. Writearound

This strategy involves groups of 3-5 discussing a topic that each employee has had access to, maybe through watching a video, listening to a speaker during a meeting or reading a memo. This information is made available to every member before going into groups.

All members participate where a paper with the topic written on it goes around to everyone in the group.

Each member gets some time to write a comment before passing on the paper. This process is repeated so that every member gets to read what the other writes. The points indicated by the members are then discussed among the group.

This strategy mainly focuses on topics or issues that can be solved through multiple solutions. It also gives an employer a chance to detect any misunderstandings among employees.

This strategy can be used to bring in new ideas and efficiently solve ongoing challenges in an organization. These include salary, coordination of duties, security issues, etc., and how to make the necessary improvements.

3. Build a cooperative community

An organization should provide many opportunities for employees to teach and learn from. A cooperative community creates an environment that enhances working together to solve problems.

Employees are interested in platforms that see their ideas listened to in open communication.

A cooperative community will have three to five individuals, goals, and flexible rules each member should adhere to.

Some tasks in an organization may require several bright minds to work together to solve complex challenges such as networking, system security, training, etc.

Other tasks may require a combination of manual laborers for quick completion. A cooperative community gets such jobs done in a short time and effectively.

4. Solve problems across teams

Having a cooperative community enables you to bring a few employees together and provide them with a problem to solve.

You can get a few teams and give each a challenge as to what changes are best for an existing project.

Each team comes up with suggestions for the most suitable solutions in maybe a few days or a week. They provide just reasons for their choices and a plan to implement the change.

As the teams present their ideas, the employer critiques the suggestions brought forward and makes both positive or negative comments.

The changes may be updating existing software, developing features for new products, or implementing a new training program.

5. Share concepts between departments

Every department contains a team that works on different tasks that entirely affect the organization.

The departments should each create a presentation for a question and answer session with other departments to solve ongoing challenges.

Moreover, the different departments can also share some of their concepts, ideas, and best practices with other departments so others can adopt different methods that are already working.

This can be anything from software, to ways of working, and collaborations.

It enables employees to understand how the organization works as a whole and a chance to contribute to changes or upgrades they feel necessary.

The IT department may be working on something that interrupts the finance department. Sharing concepts gives the IT team a chance to explain how their activities affect other departments and how long it will take.

It enables the departments to understand each other and work cooperatively despite the challenges.

6. Encourage informal social events

In informal surroundings, team members can get to know each other personally and build relationships. They can form bonds that will carry over to the office and work better as a team.

For examples, colleagues across the same or different departments can come together and attend corporate events, sports activities, company competitions and so on.

During unfortunate times such as Covid-19, such events may be unavailable. Thus, many people have begun to hand out and have coffee breaks over a video call with their colleagues.

Such events will not only create long-lasting friendships in and out of work, but also bring the people that work together towards a company goal even closer.

This will make their time at work significantly more enjoyable.

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28 Cooperative Learning Examples, Skills & Benefits

Cooperative learning is when students work together on a course assignment or project. The task complexity can range from a few simple math or reading assignments, or be very involving such as working on a large-scale project. 

Examples of cooperative learning include groups working in teams on a common goal, students sharing resources to ensure everyone succeeds, and students testing one another to check for knowledge.

Cooperative Learning Examples

• Peer Support: Two students help each other with memorizing a list of vocabulary terms and then take turns testing each other.
• Group work: Smalls teams of students in an advertising course create their own internet ad for a product that students in another course designed (see also: positive group dynamic examples ).
• Co-research: Students in a university hospitality management course work together to design a customer satisfaction survey, then administer it to students at the school cafeteria and later analyze the results.
• Group presentation: Three middle-school students construct a science poster on volcanoes that includes photos, graphics and facts.
• Role play: A European History teacher allows students to form their own groups, select an historical event, and then perform a short play that portrays key developments and characters.
• Inquiry-based groups : Students in an IT course work in small groups to debug a program and conduct testing on its processing speed and usability.  
• Positive interdependence : This is a term used to describe a group dynamic wherein individual and group goals are aligned.
• Competitive group work: Students in an engineering course work in small groups to design and construct a paper bridge and then participate in a class competition testing its strength.

Case Studies of Cooperative Learning  

1. think-pair-share.

Think-Pair-Share (TPS) is an active learning technique that utilizes cooperative learning to improve student engagement and learning outcomes. TPS was originally proposed by Frank Lyman (1981) to increase student motivation in topics in which they may have little intrinsic interest.

The process is simple and straightforward, but the benefits are substantial.

First, the instructor poses a question to students that they must contemplate individually. Then students form pairs and discuss their individual thoughts on the issue at hand. Next, they come to a mutual understanding of the problem and share their conclusions with the rest of the class.

Once various pairs have shared their conclusions, the instructor can guide a broader class discussion of the topic to hone in on key concepts and facts.

In addition to developing higher-order thinking skills, students also exercise their problem-solving, teamwork, and communication skills.

2. Four Corners

The Four Corners activity was developed by Kagan (1989) as a way to increase student engagement, develop higher-order thinking skills and encourage perspective-taking. It gives students an opportunity to formulate their own views and engage in group discussion. The steps are simple to follow:

• The teacher labels each corner of the classroom with the terms: strongly agree, agree, disagree, strongly disagree.
• The teacher then presents a statement that reflects an opinion on a specific topic related to the unit of study.
• Students are given several minutes to reflect upon the issue, and then move to the corner that best represents their stance
• Students then share views with others at that corner, followed by creating a summary statement that best represents the group consensus.
• The groups then take turns sharing their views, supporting their stance with reason and facts.
• The teacher can then guide a broader class discussion to highlight key concepts and terms.

3. Problem-Based Learning in Medical School

Medical schools around the world implement a cooperative learning strategy centered on problem-based learning (PBL). Students are presented with a real case study of a patient’s medical condition. Instead of being told the diagnosis and treatment regimen, students work together to reach their own conclusions.

They begin by discussion of the facts presented in the clinical problem, identifying what further information is needed, and where their gaps in knowledge exist.

This leads to formulating a path of study and learning objectives that are often complex. The students work together to devise a plan of action and delegate learning tasks among the group that will be shared at subsequent meetings. 

Each group is assigned an experienced tutor who offers advice or suggestions, but plays a minimal role in the assignment.

PBL increases student engagement, improves higher-order thinking and communication skills, fosters cooperative learning and mutual responsibility, and produces long-term retention of content.

4. Peer Tutoring: Rally Coach for Math

Peer tutoring can take on many forms. Because some students are more open to feedback from a peer than a teacher, it can be a very effective cooperative learning strategy.

The teacher creates pairs of students that consist of one advanced student with one that might need more assistance. One student begins by trying to solve a math problem while thinking aloud as they work through the calculation.

The other student listens and provides coaching and guidance when necessary. Afterward, roles are reversed. This gives the first student an opportunity to build their confidence and not always be in the role of the student “that needs help.”

Rally Coach fosters interaction and cooperation among students. It also helps students that might be overly dependent on the teacher to develop a sense of autonomy and personal responsibility for their learning outcomes.

For the more advanced students, it gives them a great sense of pride and helps them develop leadership skills as well.

5. Minecraft: Education Edition

The Minecraft education edition is a sandbox game-based learning platform that teachers can integrate into classroom instruction, to the joy and excitement of many students. The activities in the game help foster creativity, problem-solving, and cooperative learning when used in small groups.

The above video shows how teachers in Ireland use Minecraft to help students see the connections between history, science, and technology. The students take on the role of Vikings to build ships, settlements and even partake in Viking raids.

The lesson involves several quest challenges involve different learning experiences from archeological reconstructions to storyboarding their own digital Viking saga.

As the principal of the school presented in the video states, the kids think they are playing but they are really developing problem-solving and communication skills, while also expanding their knowledge base.

List of Additional Cooperative Learning Strategies

• Expert Jigsaw Group Work Rotation Method
• Three-Step Interview Method
• Round Robin Method
• Numbered Heads Together Method
• Pair Check (60-second peer review)
• Fishbowl Discussion Strategy
• Choose your own Adventure
• Group Investigation
• Think-Write-Pair-Share
• Inner/Outer Circle (Speed Dating) Method
• Quiz-Quiz-Trade Method
• Reciprocal Teaching Method
• Escape Room Activities
• Peer Editing
• Team Scavenger Hunt

Benefits of Cooperative Learning

There are numerous benefits to cooperative learning.

• Communication Skills : when students discuss task issues and goals, they develop enhanced communication skills. They learn to listen as well as explain their views more concisely and accurately.
• Conflict Resolution Skills : working in groups inevitably leads to disagreements. Students can learn how to resolve disagreements in a positive and constructive manner.
• Leadership Skills: one or more students may take on a leadership role, which will give them experience allocating tasks and resources and help them develop other project management skills.
• Deep Learning: sometimes students process information at a much deeper level when going at their own pace or working in a group, as opposed to a more passive mindset that occurs when listening to a teacher’s lecture.
• Independence : students learn to not rely on teacher supervision to keep themselves on task. This helps them develop self-discipline and personal responsibility.
• Teamwork : by working with others, students learn that team members offer different strengths to a project. They learn the value of relying on and helping team members and the importance of cooperation to reach a common goal.

Cooperative learning is an active learning strategy that involves students working together to complete a task or project. It helps students develop communication and teamwork skills as they discuss options and negotiate agreements on the best course of action.

There are many forms of cooperative learning that exist across the entire educational continuum, from kindergartens to some of the most prestigious medical schools in the world.

Think-Pair-Share and Four Corners give students an opportunity to formulate an opinion, discuss with others, and then arrive at a consensus point of view.

In addition to traditional cooperative learning approaches, there are also opportunities for teachers to integrate technology into classroom instruction using such tools as Mincecraft.

Gillies, M. R., & Boyle, M. (2010). Teachers’ reflections on cooperative learning, issues of implementation. Teaching and Teacher Education , 26 (4), 933–940.

Johnson, D. & Johnson, R. (1989). Cooperation and competition: Theory and research. Interaction Book Company.

Kagan, S. (1989). The structural approach to cooperative learning. Educational leadership , 47 (4), 12-15.

Lyman, F. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (Ed.), Mainstreaming digest (pp. 109-113). University of Maryland College of Education.

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Positive Punishment Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

• Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
• Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
• Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
• Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

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Part 3: Instructional Methods/Learning Activities

Cooperative learning, group work: using cooperative learning groups effectively.

Many instructors from disciplines across the university use group work to enhance their students’ learning. Whether the goal is to increase student understanding of content, to build particular transferable skills, or some combination of the two, instructors often turn to small group work to capitalize on the benefits of peer-to-peer instruction. This type of group work is formally termed cooperative learning, and is defined as the instructional use of small groups to promote students working together to maximize their own and each other’s learning (Johnson, et al., 2008).

Cooperative learning is characterized by positive interdependence, where students perceive that better performance by individuals produces better performance by the entire group (Johnson, et al., 2014). It can be formal or informal, but often involves specific instructor intervention to maximize student interaction and learning. It is infinitely adaptable, working in small and large classes and across disciplines, and can be one of the most effective teaching approaches available to college instructors.

What can it look like?

What’s the theoretical underpinning, is there evidence that it works.

• What are approaches that can help make it effective?

Informal cooperative learning groups In informal cooperative learning, small, temporary, ad-hoc groups of two to four students work together for brief periods in a class, typically up to one class period, to answer questions or respond to prompts posed by the instructor.

This video shows an example of informal cooperative learning in a large class taught by Tessa Andrews at the University of Georgia:

https://youtube.com/watch?v=kF3yb94e_F4%3Frel%3D0%26start%3D102%26end%3D222%26autoplay%3D0

Additional examples of ways to structure informal group work are given in the table below.

Formal cooperative learning groups

In formal cooperative learning students work together for one or more class periods to complete a joint task or assignment (Johnson et al., 2014). There are several features that can help these groups work well:

• The instructor defines the learning objectives for the activity and assigns students to groups.
• The groups are typically heterogeneous, with particular attention to the skills that are needed for success in the task.
• Within the groups, students may be assigned specific roles, with the instructor communicating the criteria for success and the types of social skills that will be needed.
• Importantly, the instructor continues to play an active role during the groups’ work, monitoring the work and evaluating group and individual performance.
• Instructors also encourage groups to reflect on their interactions to identify potential improvements for future group work.

This video shows an example of formal cooperative learning groups in David Matthes’ class at the University of Minnesota:

https://youtube.com/watch?v=kF3yb94e_F4%3Frel%3D0%26start%3D370%26end%3D447%26autoplay%3D0

There are many more specific types of group work that fall under the general descriptions given here, including  team-based learning ,  problem-based learning , and  process-oriented guided inquiry learning .

The use of cooperative learning groups in instruction is based on the principle of constructivism, with particular attention to the contribution that social interaction can make. In essence, constructivism rests on the idea that individuals learn through building their own knowledge, connecting new ideas and experiences to existing knowledge and experiences to form new or enhanced understanding (Bransford, et al., 1999). The consideration of the role that groups can play in this process is based in social interdependence theory, which grew out of Kurt Koffka’s and Kurt Lewin’s identification of groups as dynamic entities that could exhibit varied interdependence among members, with group members motivated to achieve common goals. Morton Deutsch conceptualized varied types of interdependence, with positive correlation among group members’ goal achievements promoting cooperation.

Lev Vygotsky extended this work by examining the relationship between cognitive processes and social activities, developing the sociocultural theory of development. The sociocultural theory of development suggests that learning takes place when students solve problems beyond their current developmental level with the support of their instructor or their peers. Thus both the idea of a zone of proximal development, supported by positive group interdependence, is the basis of cooperative learning (Davidson and Major, 2014; Johnson, et al., 2014).

Cooperative learning follows this idea as groups work together to learn or solve a problem, with each individual responsible for understanding all aspects. The small groups are essential to this process because students are able to both be heard and to hear their peers, while in a traditional classroom setting students may spend more time listening to what the instructor says.

Cooperative learning uses both goal interdependence and resource interdependence to ensure interaction and communication among group members. Changing the role of the instructor from lecturing to facilitating the groups helps foster this social environment for students to learn through interaction.

David Johnson, Roger Johnson, and Karl Smith performed a meta-analysis of 168 studies comparing cooperative learning to competitive learning and individualistic learning in college students (Johnson et al., 2006). They found that cooperative learning produced greater academic achievement than both competitive learning and individualistic learning across the studies, exhibiting a mean weighted  effect size  of 0.54 when comparing cooperation and competition and 0.51 when comparing cooperation and individualistic learning. In essence, these results indicate that cooperative learning increases student academic performance by approximately one-half of a standard deviation when compared to non-cooperative learning models, an effect that is considered moderate. Importantly, the academic achievement measures were defined in each study, and ranged from lower-level cognitive tasks (e.g., knowledge acquisition and retention) to higher level cognitive activity (e.g., creative problem solving), and from verbal tasks to mathematical tasks to procedural tasks. The meta-analysis also showed substantial effects on other metrics, including self-esteem and positive attitudes about learning. George Kuh and colleagues also conclude that cooperative group learning promotes student engagement and academic performance (Kuh et al., 2007).

Springer, Stanne, and Donovan (1999) confirmed these results in their meta-analysis of 39 studies in university STEM classrooms. They found that students who participated in various types of small-group learning, ranging from extended formal interactions to brief informal interactions, had greater academic achievement, exhibited more favorable attitudes towards learning, and had increased persistence through STEM courses than students who did not participate in STEM small-group learning.

The box below summarizes three individual studies examining the effects of cooperative learning groups.

What are approaches that can help make group work effective?

Preparation

Articulate your goals for the group work, including both the academic objectives you want the students to achieve and the social skills you want them to develop.

Determine the group conformation that will help meet your goals.

• In informal group learning, groups often form ad hoc from near neighbors in a class.
• In formal group learning, it is helpful for the instructor to form groups that are heterogeneous with regard to particular skills or abilities relevant to group tasks. For example, groups may be heterogeneous with regard to academic skill in the discipline or with regard to other skills related to the group task (e.g., design capabilities, programming skills, writing skills, organizational skills) (Johnson et al, 2006).
• Groups from 2-6 are generally recommended, with groups that consist of three members exhibiting the best performance in some problem-solving tasks (Johnson et al., 2006; Heller and Hollabaugh, 1992).
• To avoid common problems in group work, such as dominance by a single student or conflict avoidance, it can be useful to assign roles to group members (e.g., manager, skeptic, educator, conciliator) and to rotate them on a regular basis (Heller and Hollabaugh, 1992). Assigning these roles is not necessary in well-functioning groups, but can be useful for students who are unfamiliar with or unskilled at group work.

Choose an assessment method that will promote positive group interdependence as well as individual accountability.

• In team-based learning, two approaches promote positive interdependence and individual accountability. First, students take an individual readiness assessment test, and then immediately take the same test again as a group. Their grade is a composite of the two scores. Second, students complete a group project together, and receive a group score on the project. They also, however, distribute points among their group partners, allowing student assessment of members’ contributions to contribute to the final score.
• Heller and Hollabaugh (1992) describe an approach in which they incorporated group problem-solving into a class. Students regularly solved problems in small groups, turning in a single solution. In addition, tests were structured such that 25% of the points derived from a group problem, where only those individuals who attended the group problem-solving sessions could participate in the group test problem.  This approach can help prevent the “free rider” problem that can plague group work.
• The University of New South Wales describes a variety of ways to  assess group work , ranging from shared group grades, to grades that are averages of individual grades, to strictly individual grades, to a combination of these. They also suggest ways to assess not only the product of the group work but also the process.  Again, having a portion of a grade that derives from individual contribution helps combat the free rider problem.

Helping groups get started

Explain the group’s task, including your goals for their academic achievement and social interaction.

Explain how the task involves both positive interdependence and individual accountability, and how you will be assessing each.

Assign group roles or give groups prompts to help them articulate effective ways for interaction.  The University of New South Wales provides a valuable set of  tools  to help groups establish good practices when first meeting. The site also provides some  exercises  for building group dynamics; these may be particularly valuable for groups that will be working on larger projects.

Monitoring group work

Regularly observe group interactions and progress , either by circulating during group work, collecting in-process documents, or both. When you observe problems, intervene to help students move forward on the task and work together effectively. The University of New South Wales provides  handouts  that instructors can use to promote effective group interactions, such as a handout to help students  listen reflectively  or give  constructive feedback , or to help groups  identify particular problems  that they may be encountering.

Assessing and reflecting

In addition to providing feedback on group and individual performance (link to preparation section above), it is also useful to provide a structure for groups to reflect on what worked well in their group and what could be improved. Graham Gibbs (1994) suggests using the checklists shown below.

The University of New South Wales provides other  reflective activities  that may help students identify effective group practices and avoid ineffective practices in future cooperative learning experiences.

Bransford, J.D., Brown, A.L., and Cocking, R.R. (Eds.) (1999).  How people learn: Brain, mind, experience, and school . Washington, D.C.: National Academy Press.

Bruffee, K. A. (1993).  Collaborative learning: Higher education, interdependence, and the authority of knowledge.  Baltimore, MD: Johns Hopkins University Press.

Cabrera, A. F., Crissman, J. L., Bernal, E. M., Nora, A., Terenzini, P. T., & Pascarella, E. T. (2002). Collaborative learning: Its impact on college students’ development and diversity.  Journal of College Student Development, 43 (1), 20-34.

Davidson, N., & Major, C. H. (2014). Boundary crossing: Cooperative learning, collaborative learning, and problem-based learning.  Journal on Excellence in College Teaching, 25  (3&4), 7-55.

Dees, R. L. (1991). The role of cooperative leaning in increasing problem-solving ability in a college remedial course.  Journal for Research in Mathematics Education, 22 (5), 409-21.

Gokhale, A. A. (1995). Collaborative Learning enhances critical thinking.  Journal of Technology Education, 7 (1).

Heller, P., and Hollabaugh, M. (1992) Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics 60, 637-644.

Johnson, D.W., Johnson, R.T., and Smith, K.A. (2006). Active learning: Cooperation in the university classroom (3 rd edition). Edina, MN: Interaction.

Johnson, D.W., Johnson, R.T., and Holubec, E.J. (2008). Cooperation in the classroom (8 th  edition). Edina, MN: Interaction.

Johnson, D.W., Johnson, R.T., and Smith, K.A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journl on Excellence in College Teaching 25, 85-118.

Jones, D. J., & Brickner, D. (1996). Implementation of cooperative learning in a large-enrollment basic mechanics course.  American Society for Engineering Education Annual Conference Proceedings.

Kuh, G.D., Kinzie, J., Buckley, J., Bridges, B., and Hayek, J.C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations (ASHE Higher Education Report, No. 32). San Francisco, CA: Jossey-Bass.

Love, A. G., Dietrich, A., Fitzgerald, J., & Gordon, D. (2014). Integrating collaborative learning inside and outside the classroom.  Journal on Excellence in College Teaching, 25 (3&4), 177-196.

Smith, M. E., Hinckley, C. C., & Volk, G. L. (1991). Cooperative learning in the undergraduate laboratory.  Journal of Chemical Education 68 (5), 413-415.

Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis.  Review of Educational Research, 96 (1), 21-51.

Uribe, D., Klein, J. D., & Sullivan, H. (2003). The effect of computer-mediated collaborative learning on solving ill-defined problems.  Educational Technology Research and Development, 51 (1), 5-19.

Vygotsky, L. S. (1962).  Thought and Language.  Cambridge, MA: MIT Press.

Vygotsky, L. S. (1978).  Mind in society.  Cambridge, MA: Harvard University Press.

• Using cooperative learning groups effectively. Authored by : Cynthia J. Brame & Rachel Biel. Provided by : Vanderbilt University. Located at : https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/ . Project : Center for Teaching. License : CC BY-NC: Attribution-NonCommercial

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7.7: Benefits and Drawbacks of Cooperative Learning

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Benefits of Cooperative Learning 

Ted Panitz (1996) lists over 50 benefits provided by cooperative learning. These benefits can be summarized into four major categories: social, psychological, academic and assessment.

Cooperative learning promotes social interactions; thus students benefit in a number of ways from the social perspective. By having the students explain their reasoning and conclusions, cooperative learning helps develop oral communication skills. Because of the social interaction among students, cooperative learning can be used to model the appropriate social behaviors necessary for employment situations.

By following the appropriate structuring for cooperative learning, students are able to develop and practice skills that will be needed to function in society and the workplace. These skills include: leadership, decision-making, trust building, communication and conflict-management.

The cooperative environment also develops a social support system for students. Other students, the instructor, administrators, other school staff, and potentially parents become integral parts of the learning process, thus supplying multiple opportunities for support to the students (Kessler and McCleod, 1985).

Students also benefit psychologically from cooperative learning. Johnson and Johnson (1989) claim, “cooperative learning experiences promote more positive attitudes” toward learning and instruction than other teaching methodologies. Because students play an active role in the learning process in cooperative learning, student satisfaction with the learning experience is enhanced.

Cooperative learning also helps to develop interpersonal relationships among students. The opportunity to discuss their ideas in smaller groups and receive constructive feedback on those ideas helps to build student self-esteem. In a lecture format, individual students are called upon to respond to a question in front of the entire class without having much time to think about his/her answer.

Cooperative learning creates a safe, nurturing environment because solutions come from the group rather than from the individual. Errors in conclusions and thought processes are corrected within the group before they are presented to the class.

Students also tend to be inspired by instructors who take the time to plan activities which promote an encouraging environment (Janke, 1980). Receiving encouragement in a cooperative setting from both the instructor and peers helps to develop higher self-efficacy (see the Motivation chapter). As a result of higher self-efficacy, student grades tend to increase; thus, cooperative learning methods provide several academic benefits for students.

Research indicates that students who were taught by cooperative methods learned and retained significantly more information than students being taught by other methods. Requiring students to verbalize their ideas to the group helps them to develop more clear concepts; thus, the thought process becomes fully embedded in the students’ memory. Vygotsky supports this concept in his research on egocentric speech by claiming that verbalization plays a significant role in task solution (Bershon, 1992).

Discussions within the groups lead to more frequent summarization because the students are constantly explaining and elaborating, which in turn validates and strengthens thoughts. Students also benefit from cooperative learning academically in the sense that there is more of a potential for success when students work in groups. Individuals tend to give up when they get stuck, whereas a group of students is more likely to find a way to keep going (Johnson & Johnson, 1990).

Cooperative learning calls for self-management from students because they must come prepared with completed assignments and they must understand the material which they have compiled. As a result, a more complete understanding of the material is developed.

There are also many benefits of cooperative learning from the aspect of assessment. It provides instant feedback to the students and instructor because the effectiveness of each class can be observed. As instructors move around the room and observe each group of students interacting and explaining their theories, they are able to detect misconceptions early enough to correct them. Only a few minutes of observation during each class session can provide helpful insight into students’ abilities and growth.

Cooperative teaching methods also utilize a variety of assessments. Grades are not dependent solely on tests and individual assignments which only allow for right or wrong responses, leaving little or no room for reflection and discussion of error or misconceptions. With cooperative learning, instructors can use more authentic assessments such as observation, peer assessment and writing reflections.

Cooperative Learning Benefits in Mrs. Solomon’s Classroom 

As Mrs. Solomon learns all of the benefits gained from the use of cooperative learning, her curiosity is piqued; however, she still finds herself questioning whether her complex class could overcome all of the barriers that are hindering the learning environment. There is evidence, though, that most of the problems experienced in her class could be solved by using cooperative learning.

Poor Attendance  – In addition to the four major categories of benefits detailed above, schools utilizing this strategy report an increase in student attendance because students feel that they are a valuable and necessary part of their groups (McBrien & Brandt, 1997).

Classroom Disruptions  – Students are less likely to act out in a cooperative setting. Students act out to get attention; however, the “stage” is removed in a cooperative environment because it is very difficult to gain the attention of the entire class when students are divided up into smaller groups (Stahl & Van Sickle, 1992). As a result, students are more likely to stay on task and are less likely to be disruptive. Cooperative learning also helps reduce classroom disruptions because students are allowed to socialize during the learning process. Students need peer interaction, and without the integration of interaction among students, the need for social contact emerges in a negative context.

Violence – According to Johnson and Johnson (1990), cooperative learning also helps to reduce violence. If enforced correctly, cooperative activities model non-violent resolutions to problems. Because group consensus is promoted, blame is eliminated and honor, friendliness and quality are promoted.

Diversity among students  – Research shows that cooperative learning also builds diversity awareness among students. It encourages students to use their differences to help each other. Because students are placed in a situation where they are able to interact with peers that they otherwise may never socialize with, behaviors which might appear odd in other settings become understandable when students are given the opportunity to explain and defend their reasoning.

In a traditional classroom, there is very little opportunity for students to defend their perspectives. As students observe each other’s reasoning processes, there is more room to understand and appreciate their differences (Johnson and Johnson, 1990). As a result, a much deeper understanding of cultural and individual difference is developed (Yager, 1985).

In addition, because students are placed in a supportive environment where group-processing skills are essential, they are more likely to accept these differences than they would in a competitive, non-interactive environment. This greater understanding of their differences also helps students learn to resolve social problems which might arise (Johnson and Johnson, 1990).

Students with special needs  – Cooperative methods are flexible and can easily be adapted for students with special needs. Because of the reasons mentioned above, this type of learning environment allows for improved social acceptance of mainstreamed students with learning disabilities (Slavin, 1990).

ESL students  – Cooperative learning is especially useful in courses where interactions involving the use of language are important, such as ESL courses. It is an ideal way to “facilitate the acquisition of language and to practice the customs of debate and discussion which occur within the classroom” (Brufee, 1993). Research conducted using cooperative learning in classes with ESL students shows significant development in acquiring English-language skills.

Cooperative learning helps students learn language better than the drill and practice of traditional language training. It would appear that peer interaction in natural settings is the ideal use of language that is necessary for successfully acquiring second language skills (Neves, 1983). In addition, most educational psychology textbooks now contain “extended discussions of cooperative pedagogics and their effectiveness with regard to improved racial relations, self-esteem, and internal locus of control” (Sherman, 1991).

Arguments among students  – Marzano (1992) asserts that in a cooperative setting, students can analyze the effects of the groups and “suggest activities which will promote positive interactions or deal with conflicts or personality problems within each group.” It provides a supportive environment within which to manage conflict resolution (Johnson & Johnson, 1990).

Disrespect toward instructor  – In the cooperative classroom, instructors have more opportunities to explain policies and procedures. When instructor expectations are clear, there seems to be less room for personal interpretations, which often leads to a negative attitude toward the instructor. The class could also, potentially, be empowered to contribute to the development and implementation of classroom rules and procedures. This classroom management technique, when intertwined with cooperative activities, could help students overcome resentments which were created as a result of the teacher-centered classroom.

Differences in learning abilities  – Performance is improved among weaker students when they are grouped with higher achieving students because the stronger students model successful reasoning processes. Students who usually struggle in academics are able to learn to prepare for tests, check and correct homework, and see alternative solutions to problems. Vygotsky (1978) hypothesizes that the social interaction among students extends the students’ zone of proximal development (the difference between a student’s understanding and their potential to understand).

When students work cooperatively in groups the more knowledgeable students are able to help the less knowledgeable students understand new concepts. High achieving students also benefit because they are verbalizing their ideas and actually teaching others. As mentioned earlier, the process of verbalizing thoughts helps to further promote understanding of material.

Cooperative learning also accommodates learning style differences among students because they are utilizing each of the three main learning styles: kinesthetic, auditory and visual. Material presented by the instructor is both auditory and visual, and students working together use kinesthetic abilities by working with hands-on activities. Discussing issues within the groups further enhances verbal skills, and class presentation of group findings helps to reinforce visual and auditory skills (Midkiff & Thomasson, 1993).

Drawbacks of Cooperative Learning 

Instructors who are unfamiliar with cooperative learning may not initially accept this style of learning because they may feel they will lose control of their classroom, or they may be unsure of the techniques used or possibly even think that it is too time consuming. In this next section, we will discuss some of the possible drawbacks to cooperative learning.

Loss of Control  – Cooperative learning is a structured approach that requires instructor support and guidance. In order for cooperative learning to be utilized in the classroom, instructors must receive training to be proficient in implementing the techniques. Maximum learning will only emerge if proper training is received by the instructor and then transferred to the student.

Instructors may resist using cooperative learning techniques in their classroom because they are afraid they may lose control of their teaching routine. Cooperative learning takes time to implement; therefore, initial lessons may take longer. Once students and the instructor are comfortable with the process, then the amount of time for each lesson decreases.

Instructors may have a difficult time giving up their control of the content that is being covered (Panitz). They are accustomed to presenting the curriculum to the students and are unable to give students the freedom to learn on their own. Students learning only one part of the curriculum in their group may make an instructor anxious about what their students know.

Showing their expertise in a subject area is important for some instructors. Giving up the opportunity to show off this expertise may deter instructors from using cooperative learning in their classrooms. Also, if students are expected to explore on their own, then they may have questions that the instructor cannot answer. Both of these possibilities may cause an instructor to lose confidence in her teaching abilities. Instructors can still be experts, but they will be using their knowledge as a facilitator rather than a giver of information.

Group Work  – Depending on the age level, students may resist using cooperative learning in their classrooms. Lecture does not require much interaction and participation from the students; therefore, they can get as much or as little from the class as they like. Being required to work in a group may ruffle a few feathers with the students because now they are being asked to participate and contribute to their learning. In addition, they are also asked to learn new concepts and taught how to work in a group. They may not be accustomed to working in a group, and therefore, may be unsure of the dynamics involved in group work.

Since cooperative learning is centered on group work, students may be concerned that other members of their group are going to bring their grades down. This is especially true if students are grouped by mixed ability, requiring higher ability students to guide lower ability students.

Deciding how groups should be formed is an important part of the cooperative learning planning process. There has been some debate as to how groups should be formed in order for students to effectively work together and reach their maximum potential.

Mixed ability grouping allows for all group members to be involved, though the type of involvement differs. Advanced students can teach struggling students, but concerns arise about advanced students doing all the work and struggling students not being motivated to be involved at all. There are also concerns that gifted students are held back by the lower ability students in their group.

If students are grouped with others of the same ability level, then the lower ability group may feel frustrated and unmotivated to try. This is also true of those who are grouped by gender or race because it may support stereotypes that certain subject areas are dominated by certain groups.

There are also varying opinions about the optimal number of people for small group formation. The consensus seems to agree that no more than 4 people in a group produces higher achievement (Slavin, 1987). Fixed seating and large class sizes may make group arrangement difficult though. Still, even if the room is easily arranged into small groups, instructors may have a difficult time accessing all of the numerous small groups.

Most students are not accustomed to group work, especially in high school classrooms. Students will have to be taught to work effectively in a group setting. Resolving group conflict can be a major challenge for instructors. Groups will need to make sure that every member listens to and appreciates each group member’s contribution. Identifying responsibilities within the group and encouraging each to do their best work needs to be addressed before group work begins. Also, students that work better alone may struggle to succeed in a group atmosphere.

Since the classroom will be made up of several small groups, the noise level will escalate. This can be very uncomfortable for some instructors, especially if they are accustomed to a lecture and seatwork classroom. This can also cause problems for those students who have attention difficulties.

Cooperative learning is based on social interaction; thus, grouping students together to work independently even for a short period of time may encourage behavior that is off task. While the instructor is circling the room to observe and interact with the groups, it is difficult to make sure every group is productively working on their assignment. Self-management skills will have to be introduced before students break out into groups and be reinforced as they progress through their work.

Time Requirements  – With cooperative learning, the textbook is used only as an instructional supplement, so it is necessary for instructors to create additional materials for the students. Usually these materials are made from scratch because many instructors’ manuals offer limited suggestions for group activities. Creating these new materials can be very time consuming. So, not only are instructors spending a large amount of time implementing this new way of learning, but they also have to create the materials to go along with it.

Since students have to generate an answer or information within their group, work time may take longer than the traditional lecture. Because of this additional time, instructors may be unable to cover the same amount of curriculum as before when they used teacher directed class discussions. Many times, in a traditional classroom, the quality of the work is compromised in order to teach the entire curriculum.

Vague objectives, avoidance of teaching, and lack of critical thinking activities are other problems associated with cooperative learning. With the focus on managing groups, it is possible for instructors to overlook the students’ objectives and tasks. Therefore, students are not receiving the needed guidance to effectively learn the task at hand. Some critics say that instructors who rely on small group work are avoiding their teaching responsibilities. Students are left on their own to teach themselves the curriculum. In addition, since students are working in small groups that require additional time, instructors may be more apt to assign tasks that do not demand higher level thinking skills. The quality is overlooked in order to increase the quantity of assignments.

Other Drawbacks  – Since students are working together on a group assignment, it is difficult to assess students with a paper and pencil test. Instructors will have to find another way to assess student work and progress. Since students are used to concrete assessments, it may be difficult for students to adjust to authentic assessments.

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