Definition:

According to Larsen-Freeman & Anderson (2011), Cooperative learning “involves students learning from each other in groups.  But it is not the group configuration that makes cooperative learning distinctive; it is the way that students and teachers work together that is important.  In Cooperative learning, teachers teach students collaborative or social skills so that they can work together more effectively” (p. 186).  Cooperative learning is more than just group work.  A key difference between cooperative learning and traditional group work is in the latter, students are asked to work in groups without attention to group functioning, whereas in cooperative learning, group work is carefully prepared, planned, and monitored. Positive interactions do not always occur naturally, and social skills instruction must precede and concur with the cooperative learning strategies (Asoodeh, Zarepour, 2012).  Cooperative learning is closely related to Collaborative learning, a situation in which two or more students learn a concept together.

Below is an image of children demonstrating Cooperative learning, each bubble explains why Cooperative learning is so important in helping students obtain critical thinking skills.

Educational Theory

One of the most influential educators of the early twentieth century was the philosopher, John Dewey.  He believed that schools had a responsibility to build on students' natural interest in their social environment by fostering interpersonal communication and group involvement (Gilles & Ashman, 2003).  In addition, Lev Vygotsky proposed that learning is a naturally-occuring social act in which participants talk among themselves.  It is through talk that learning occurs. By engaging with others who may be more capable, learners operate within their Zone of Proximal Development, defined as the distance between their actual and their potential development (P.11).  Another perspective (Jean Piaget) on small group learning is based on Piaget's (1932) Theory of Sociocognitive Conflict, which occurs when children are forced to re-examine their understandings and perspectives in the light of contradictions that occur from interacting with others (P. 12) . In addition, group learning is linked to Constructivism.  The theory of Constructivism is a theory of how people learn by engaging with information in order to understand it and to understand it in order to apply it competently. (Flynn, Mesibov, Vermette, Smith, 2004, P.5)

Below is an image of John Dewey, Lev Vygotsky and Jean Piaget, along with their contributions to Cooperative learning.

What does Cooperative learning look like in the classroom?

Cooperative learning involves students working on projects or assignments in small groups.  Ideally, every group member would have a role within the group assigned so that every group member contributes to the overall group grade.  You see and hear students share ideas, sometimes disagree, but mostly learn and retain new information.  For more information on actual cooperative learning activities, please see Cooperative Learning Wiki.

Below is a short video of what Cooperative learning looks like in the classroom: 

In addition, Cooperative learning contains the following properties:

Positive Interdependence: Students should be aware of the fact that they have a common goal and they can achieve this goal by not only learning the instructional materials but also by helping their peers to learn the instructional materials (Akdemir, Arslan, 2012).

Individual Accountability: Each student in the group should know that everyone is responsible in the group to complete the task and all students should take responsibility to achieve the goal (Akdemir, Arslan, 2012).

Heterogeneous Groups: When constructing the groups, students should be selected based on various criteria to make the distribution of the groups heterogeneous.  Allowing a student to select peers in the group may lead to construction of homogenous groups (Akdemir, Arslan, 2012, P. 213) .

Interpersonal and small group skills: Before the cooperative learning activity, assuming that students have interpersonal skills can be a mistake. In order to have effective cooperation, initially students should be furnished with interpersonal skills and then motivated to use them.  Unless students gain interpersonal skills, they cannot learn the subject to be taught in an expected level (Akdemir, Arslan, 2012).

 Why do teachers need to know about Cooperative learning?

There is strong research evidence supporting the effectiveness of cooperative learning as a learning strategy in raising the standards of educational learning and maximizing learning outcomes of all students (Gilles, Ashman, 2003).  As a learning strategy, cooperative learning has been introduced to many school subjects and different educational stages over the last thirty years since it was first introduced.  Also, recent research reveals that collaboration is referred to as a vital element of pedagogical quality.  In that respect, teachers should include cooperative learning experiences and activities in their lesson plans to allow their students to practice  (Al-Yaseen, 2011).

In addition, the teacher’s role changes in Cooperative learning.  Teachers are no longer the ‘Sage on the stage’; they become the ‘Guide on the side’.  In other words, teachers take on the role of facilitators or coaches, not the authoritarian figure that is common in the typical classroom.  Moreover, Al-Yaseen states the following learning outcomes when teachers use cooperative learning: more positive attitudes towards teachers, more positive attitudes towards subject areas, more positive relationships with peers, deeper-level of understanding and critical thinking, greater social competencies and greater psychological health. (P.276)

Regardless of students' positive learning outcomes and achievement results associated with cooperative learning, teachers continue to underestimate and underutilize cooperative learning in the classroom.  One explanation for this is "increase pressure to meet academic standards using individualized tests." (Al-Yaseen, 2011, P.276)  However, according to Gillies & Ashman, "academic benefits have included enhanced achievements in reading comprehension and vocabulary development, written expression, mathematics understanding and comprehension, and conceptual development in science. (Gillies, Ashman, 2003, P.36)

Below is a short video with practical tips for teachers to use when planning for cooperative learning:

How does Cooperative learning concern students?

According to Gillies & Ashman, "When children work cooperatively, they learn to give and receive help, share their ideas and listen to other students' perspectives, seek new ways of clarifying differences, resolving problems, and constructing new understandings and knowledge.  the result is that students attain higher academic outcomes and are more motivated to achieve than they would be if they worked alone" (P. 275)

University faculty routinely require college students to work collaboratively.  In addition, working as a team is a requirement in the workplace.  If students cannot learn to work together in the classroom, they will have problems getting ahead in the workplace.  Cooperative learning in middle school and high school prepares students for collaborative work required in college and for team building in the work place.

References:

Akdemir, E., & Arslan, A. (2012). From past to present: Trend analysis of cooperative learning studies. Procedia, Social and Behavioral Sciences, (55),

     212-217.

Al-Yaseen, W. S. (2011). Expectations of a group of primary school teachers trained on cooperative learning on the possibility of successful

     implementations. Education, 132(2), 273-284.

Asoodeh, M. H., Asoodeh, M. B., & Zarepour, M. (2012). The impact of student-centered learning on academic achievement and social skills. Procedia,

     Social and Behavioral Sciences, (46), 560-564.

Flynn, P., Mesibov, D., Vermette, P. J., & Smith, R. M. (2004). Applying standards-based constructivism: A two step guide for motivating middle and high school students. Larchmont, NY: Eye on Education.

Gillies, R., & Ashman, A. (2003). Cooperative learning: The social and intellectual outcomes of learning in groups. London: RoutledgeFalmer.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques & principles in language teaching. Oxford: Oxford University Press.

Images & Videos:

1st image borrowed from: http://agkkl.wikispaces.com/Cooperative+Learning+++Gaby+Lee

2st image borrowed from: http://dannallyt.blogspot.com/2012/05/collaborative-learning-vs-cooperative.html

3nd image photos of various education theorists borrowed from: www.googleimages.com

1st video of cooperative education borrowed from: http://www.youtube.com/watch?v=91EaauMtelg

2nd video of tips for teachers borrowed from: http://www.youtube.com/watch?v=5LWE2HF1v1Y

4th/last image borrowed from: http://daltonroel.blogspot.com/2012/11/cooperative-learning.html