Cooperative learning is unique among the models of teaching because it uses different goal, task, and reward structures to promote student learning.
The cooperative learning task structure requires students to work together on academic tasks in small groups. The goal and reward structures require interdependent learning and recognize groups as well as individual effort.
The cooperative learning model aims at instructional goals beyond academic learning, specifically intergroup acceptance, social and group skills, and cooperative behavior.
The syntax for cooperative learning models relies on small-group work rather than whole-class teaching and includes six major phases: present goals and establish set; present information; organize students into learning teams; assist team work and study; test on the materials; and provide recognition.
The model's learning environment requires cooperative rather than competitive task and reward structures. The learning environment is characterized by democratic processes in which students assume active roles and take responsibility for their own learning.
Theoretical and Empirical Support
The intellectual roots for cooperative learning grow out of an educational tradition emphasizing democratic thought and practice, active learning, cooperative behavior, and respect for pluralism in multicultural societies.
A strong empirical base supports the use of cooperative learning for the following educational objectives: cooperative behavior, academic learning, improved race relationships, and improved attitudes toward disabled children.
Planning and Conducting Cooperative Learning Lessons
Planning tasks associated with cooperative learning puts less emphasis on organizing academic content and more emphasis on organizing students for small-group work and collecting a variety of learning materials to be used during group work.
One of the major planning tasks is deciding which cooperative learning approach to use. Four variations of the basic model can be used: Student Team Achievement Divisions, Jigsaw, Group Investigation, and structural approach.
Regardless of the specific approach, a cooperative learning lesson has four essential features that must be planned: how to form heterogeneous teams, how students are to work in their groups, how rewards are to be distributed, and how much time is required.
Conducting a cooperative learning lesson changes the teacher's role from one of center stage performer to one of choreographer of small-group activity.
Managing the Learning Environment
Small-group work presents special management challenges to teachers.
During cooperative learning lessons, teachers must help students make transitions to their small groups, help them manage their group work, and teach important social and group skills.
Assessment and Evaluation
Assessment and evaluation tasks, particularly evaluation, replace the traditional competitive approaches described for earlier models with individual and group rewards, along with new forms of recognition.
The use of newsletters and public forums are two devices teachers use to recognize the results of student work performed in cooperative learning lessons.
