Cooperative Learning Clause Samples

Cooperative Learning. The definition of cooperative learning that ▇▇▇▇▇ and ▇▇▇▇▇▇▇ (1998, p. 4) use is “cooperative learning covers the subset of active-learning activities that students do in groups of three or more, rather than alone or in pairs.” Another definition can be given by ▇▇▇▇▇, ▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇ and ▇▇▇▇▇▇▇ (2005, p. 88): “cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s’ learning.” It should be noted that cooperative learning is always active learning, however, not all active learning is cooperative. (▇▇▇▇▇▇, 2000) In order for cooperative learning to work, the following two conditions need to be met: positive interdependence and individual and group accountability. Positive interdependence means that you have to work together, in order to succeed, this will create a situation where learning can be maximized. (▇▇▇▇▇▇▇ & ▇▇▇▇▇▇▇, 1987) Individual and group accountability means that “each member is individually as well as all members are collectively accountable for the work of the group”. (▇▇▇▇▇, ▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇, & ▇▇▇▇▇▇▇, 2005, p. 88) Some examples of cooperative learning techniques are: multiple-step exercises, research projects or presentation. It should also be noted that cooperative learning is not the same as collaborative learning, which refers simply to “any situation in which groups work together”. (▇▇▇▇▇ & ▇▇▇▇▇▇▇, 1998, p. 4) Thus, cooperative learning requires individual accountability, while collaborative does not. In this method, small groups work together in a structured process to solve an academic task. This allows students to enhance their learning and to develop their social skills. (e.g. decision making, conflict management and communication; ▇▇▇▇▇▇▇ & ▇▇▇▇▇, 1991) The problem of free riders can be solved by letting students submit a written answer to three to five questions, which were distributed before the session. Each session there is a new recorder and leader. At the end of the session, they need to make a written report which contains major discussed ideas, points of disagreement with the group, and a brief summary of those points on which the group reached consensus. Each group gets 45 to 50 minutes to complete the report and afterwards the different findings are discussed. Grades are assigned to the submitted report. (▇▇▇▇▇▇▇ & ▇▇▇▇▇, 1991)