What are the Five Basic Elements of Co-operative Learning?
Positive Interdependence
The main rationale of Co-oparative Learning is that learning should be carried out using group work. This is usually in a group of three or four students but can also be used with a whole class. Working together, the group will only be successful and achieve their academic and social goals if everyone does. Every member of the group must contribute towards their task because if they don't, they will let the other members down. Fostering an ethos of inclusion means that all learners will be successful together by helping each other and will value the knowledge and skills of all members.
During a co-operative lesson, the teacher must ensure that individual accountability takes place. This is very important for the assessment of each student to ensure progression. For example, groups may use positive interdependence to solve a problem but the teacher will ask students on their own to provide answers. It really does keep everyone on their toes! Also, each student will normally have a role to carry out too, such as encourager or resources manager to optimise group work.
Individual Accountability
Face to Face Interaction
To enhance the learning process, the groups of three or four students must always be positioned co-operatively too. This means that in groups of four, students will have a shoulder and a face partner. In groups of three, one person will occupy the middle of the space for two shoulder partners. This ensures close proximity so that physically no student is 'left out' and that all ideas and answers are listened to by the whole group.
All lessons start with academic aims i.e. what the teacher would like students to find out and what they will assess students on. Co-operative Learning lessons will have a social aim too, which the teacher will expect students to learn or improve, and will be assessed too. Not only will social skills help to achieve academic aims but they will also help to prepare students for life outside and beyond school. The improvement of listening, clarifying, and justifying answers for example will ensure that our young people are totally equipped for the world of work.
Social Skills
FHS
2
Group Processing
The assessment of learning must be built-in to a co-operative lesson. This is usually done at the end of the period and is an opportunity for the group and individuals to reflect upon how they have worked to achieve the academic and social aim of the lesson. Here, the positive aspects of learning and the next steps to improve must be identified to ensure that all students continue to work hard and enhance their knowledge and skills.