Cooperative learning is a teaching method that uses small, heterogeneous (mixed-ability) groups to maximize the learning of each member in the group. Teachers give the students problems to solve which ultimately allows opportunities for students to practice or review mathematical skills and concepts. Students learn in small groups, no more than two to six members in a group. The learning tasks in which students are engaged in require that the students mutually and positively depend on one another while working together as a whole to achieve a common goal. This instructional strategy offers all members of the group an equal opportunity to interact with one another regarding the learning tasks, and encourages them to communicate their ideas in various ways. Each member of the group has a responsibility to contribute to the assignment and is held accountable for the learning progress of the group.
Any age and grade level can benefit from using this strategy because it is based on skills learned in class and can be differentiated to meet the needs of the students in each particular group. Research has also demonstrated that cooperative learning methods have yielded especially favorable results for students in at-risk groups, such as those with learning disabilities and English language learners. The idea of having mixed ability groupings helps students expose their strengths and rely and learn from others in areas they might be weak in.
Cooperative learning is also beneficial because it helps students to develop social skills by creating a positive context for interaction. In addition to improving academic performance and cultivating more positive social behaviors, cooperative learning has been found to lead to greater motivation toward learning, increase time on task, and improve self-esteem. As a result, students often improve their problem solving abilities, solve more abstract mathematical problems, and develop an enhanced mathematical understanding; furthermore, discussing and solving problems as a group can help students to move from a concrete level of understanding to a more abstract level of understanding. When communicating mathematically, students enhance their understanding of mathematics, establish a shared understanding of mathematics, become more active learners, learn in a comfortable environment, and assist the teacher in gaining insight into their thinking.
There can be many limitations or challenges to this instructional strategy if the expectations are not properly implemented and enforced by the teacher; furthermore, assignments given to the groups should be strategically planned and groupings should be based on data, interests, and personalities. If not, it leaves room for many challenges to occur. One limitation is making the students responsible for each other’s learning apart from themselves. Also, low-achieving students can become passive which allows others to complete the task for them. High stake assignments can also create increased chances for conflict because of the pressure put on students to solve the problem accurately. The teacher should also be within close proximity of the groups to ensure that the students are discussing the academic content rather than something else. In some cases, higher ability students may not experience the stimulation or challenge that they would with other higher ability students. On the other hand, lower ability students may feel perpetually in need of help rather than experiencing the role of leader or expert, relative to the others in their group.
In my classroom, I would first let students work in groups of their own choosing. Of course, they would choose to work with their friends. I would later use this to my advantage when I later assigned group partners by being careful to avoid having close friends in the same group. I would also do activities to get to know my students and learn about their social and academic abilities. I would implement our first grouping activity by assigning four partners to a group (chosen ahead of time). The partners are chosen mainly by ability so that each group will have one top-level, two middle-level and one struggling student in each group. I also would account for personality differences. Students may choose any name for their group that is appropriate for a classroom. The first group work assignment is usually a simple and easy one. This gives students a chance to adjust to their partners and to choose a group name. I then create a handout that lists the name of each group and its members; this handout is distributed to the class, along with a list of cooperative learning rules. Each day I choose a different group facilitator to give each student an opportunity to take on the lead role. Lastly, I would assign new group partners accordingly because student’s ability levels do change throughout the school year; furthermore, it helps avoid conflict and build relationships by allowing students the opportunity to work with different people. Any teacher at any grade level can formulate cooperative learning groups in their classroom by first building a strong foundation using an idea such as the one stated above. Once you have built the foundation, you can apply any assignment to this instructional strategy.
Any age and grade level can benefit from using this strategy because it is based on skills learned in class and can be differentiated to meet the needs of the students in each particular group. Research has also demonstrated that cooperative learning methods have yielded especially favorable results for students in at-risk groups, such as those with learning disabilities and English language learners. The idea of having mixed ability groupings helps students expose their strengths and rely and learn from others in areas they might be weak in.
Cooperative learning is also beneficial because it helps students to develop social skills by creating a positive context for interaction. In addition to improving academic performance and cultivating more positive social behaviors, cooperative learning has been found to lead to greater motivation toward learning, increase time on task, and improve self-esteem. As a result, students often improve their problem solving abilities, solve more abstract mathematical problems, and develop an enhanced mathematical understanding; furthermore, discussing and solving problems as a group can help students to move from a concrete level of understanding to a more abstract level of understanding. When communicating mathematically, students enhance their understanding of mathematics, establish a shared understanding of mathematics, become more active learners, learn in a comfortable environment, and assist the teacher in gaining insight into their thinking.
There can be many limitations or challenges to this instructional strategy if the expectations are not properly implemented and enforced by the teacher; furthermore, assignments given to the groups should be strategically planned and groupings should be based on data, interests, and personalities. If not, it leaves room for many challenges to occur. One limitation is making the students responsible for each other’s learning apart from themselves. Also, low-achieving students can become passive which allows others to complete the task for them. High stake assignments can also create increased chances for conflict because of the pressure put on students to solve the problem accurately. The teacher should also be within close proximity of the groups to ensure that the students are discussing the academic content rather than something else. In some cases, higher ability students may not experience the stimulation or challenge that they would with other higher ability students. On the other hand, lower ability students may feel perpetually in need of help rather than experiencing the role of leader or expert, relative to the others in their group.
In my classroom, I would first let students work in groups of their own choosing. Of course, they would choose to work with their friends. I would later use this to my advantage when I later assigned group partners by being careful to avoid having close friends in the same group. I would also do activities to get to know my students and learn about their social and academic abilities. I would implement our first grouping activity by assigning four partners to a group (chosen ahead of time). The partners are chosen mainly by ability so that each group will have one top-level, two middle-level and one struggling student in each group. I also would account for personality differences. Students may choose any name for their group that is appropriate for a classroom. The first group work assignment is usually a simple and easy one. This gives students a chance to adjust to their partners and to choose a group name. I then create a handout that lists the name of each group and its members; this handout is distributed to the class, along with a list of cooperative learning rules. Each day I choose a different group facilitator to give each student an opportunity to take on the lead role. Lastly, I would assign new group partners accordingly because student’s ability levels do change throughout the school year; furthermore, it helps avoid conflict and build relationships by allowing students the opportunity to work with different people. Any teacher at any grade level can formulate cooperative learning groups in their classroom by first building a strong foundation using an idea such as the one stated above. Once you have built the foundation, you can apply any assignment to this instructional strategy.