cooperative group learning
Cooperative group learning allows for students to develop a range of academic and social skills (Killen, 2009). Improved self-esteem, management skills and the development of positive interpersonal relationships are direct outcomes of constructive cooperative learning activities. Cooperative learning prompts students to become less reliant on teacher guidance and promotes them to have belief in their own thinking and abilities. Furthermore, cooperative learning allows opportunities for all learners, regardless of their differences, to achieve success within the learning environment (Killen, 2008). Lev Vygotsky, the founder of social constructivism, believes that social interactions are an integral and vital aspect of teaching and learning, and should be evident in all educational learning experiences (Powell & Kallina, 2009).
As stated, cooperative learning provides a range of benefits for students in your classroom. However, it is important to recognise that students need to be taught how to work collaboratively in a range of group settings in order for the educational outcomes to be effective (Killen, 2009). There are a range of techniques and strategies that can be implemented throughout these cooperative learning experiences that will provide students with adequate scaffolding in order for the learning outcomes to be meaningful. Additionally, you need to consider a range of group learning structures in order to create engaging and motivational learning experiences that promote students to interact within a range of peer learning environments (Marsh, 2010).
As stated, cooperative learning provides a range of benefits for students in your classroom. However, it is important to recognise that students need to be taught how to work collaboratively in a range of group settings in order for the educational outcomes to be effective (Killen, 2009). There are a range of techniques and strategies that can be implemented throughout these cooperative learning experiences that will provide students with adequate scaffolding in order for the learning outcomes to be meaningful. Additionally, you need to consider a range of group learning structures in order to create engaging and motivational learning experiences that promote students to interact within a range of peer learning environments (Marsh, 2010).
Working in Small Groups: My Read
This extract from the My Read website presents a wide range of practical cooperative group learning strategies that are flexible and provide opportunities for students to work together in the construction of knowledge. Strategies discussed and presented include:
http://www.myread.org/organisation.htm
This extract from the My Read website presents a wide range of practical cooperative group learning strategies that are flexible and provide opportunities for students to work together in the construction of knowledge. Strategies discussed and presented include:
- Think Pair Share
- Placemat
- Round Robin
- Jigsaw
- Numbered Hats
- PMI
- Graphic Organisers
- Effective Listening
http://www.myread.org/organisation.htm
Group Work in the Classroom - Centre for Teaching Excellence
This website provides relevant and meaningful strategies that you could implement in your classroom learning experiences that utilise group work. Some of the ideas extend upon those presented in the My Read resource and some new ideas are also presented.
http://cte.uwaterloo.ca/teaching_resources/tips/group_work_types_of_small_groups.html
This website provides relevant and meaningful strategies that you could implement in your classroom learning experiences that utilise group work. Some of the ideas extend upon those presented in the My Read resource and some new ideas are also presented.
http://cte.uwaterloo.ca/teaching_resources/tips/group_work_types_of_small_groups.html
Read Write Think Group Role Cards
When implementing group work with students, it is important that they understand their role within the group in order for the learning to be effective. Through the provision of group role cards, students can learn to participate in cooperative group learning effectively, whilst also developing a range of appropriate social skills.
When implementing group work with students, it is important that they understand their role within the group in order for the learning to be effective. Through the provision of group role cards, students can learn to participate in cooperative group learning effectively, whilst also developing a range of appropriate social skills.
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Group Role Cards Coloured
These group role cards were personally developed and used within a classroom learning experience. They reflect the ideas presented in the Read Write Think Group Role Cards.
These group role cards were personally developed and used within a classroom learning experience. They reflect the ideas presented in the Read Write Think Group Role Cards.
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Effective Group Roles
This article presents further detail on the group role cards presented above. It explains in great detail the role that each group member must play in the cooperative learning experience. It also provides information on the necessary components of cooperative group work including individual accountability, peer accountability, interpersonal skills and group processing. These are skills and values that you can teach you students that will help them to work more effectively in small group structures.
This article presents further detail on the group role cards presented above. It explains in great detail the role that each group member must play in the cooperative learning experience. It also provides information on the necessary components of cooperative group work including individual accountability, peer accountability, interpersonal skills and group processing. These are skills and values that you can teach you students that will help them to work more effectively in small group structures.
| group_work.pdf |
Cooperative Learning - Programming and Strategies Handbook: New South Wales Department of Education and Training
The “Cooperative Learning” extract from the New South Wales Department of Education and Training Programming and Strategies Handbook provides an overview of the purpose and aims of cooperative learning. It also highlights the five essential elements of effective group learning, including teaching students how to work cooperatively in groups.
The “Cooperative Learning” extract from the New South Wales Department of Education and Training Programming and Strategies Handbook provides an overview of the purpose and aims of cooperative learning. It also highlights the five essential elements of effective group learning, including teaching students how to work cooperatively in groups.
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The Jigsaw Classroom
This website explains in detail the process of implementing Jigsaw Learning activities within the classroom and provides management strategies to monitor group participation and achievement. Jigsaw learning promotes student collaboration but also prompts students to take ownership and responsibility of their own learning in order for the group to succeed.
http://www.jigsaw.org/overview.htm
This website explains in detail the process of implementing Jigsaw Learning activities within the classroom and provides management strategies to monitor group participation and achievement. Jigsaw learning promotes student collaboration but also prompts students to take ownership and responsibility of their own learning in order for the group to succeed.
http://www.jigsaw.org/overview.htm
Think Pair Share – YouTube
This short video further explains the concept of “Think Pair Share” and discusses how its use can engage and motivate students to take an active role in the construction of knowledge and their personal learning development.
This short video further explains the concept of “Think Pair Share” and discusses how its use can engage and motivate students to take an active role in the construction of knowledge and their personal learning development.
