Cooperative Learning

Cooperative Learning is often referred to in the abbreviation CL.

The structures in the CL discourse are the specific, pre-defined patterns of cooperation, exercises, and activities that are carried out.

A consistent principle in CL is that it is the students’ active learning work that constitutes the learning processes, and every single student, without exception, must be involved in these processes.

The structures ensure that all students are actively engaged in learning processes simultaneously and can therefore do what the teacher cannot - namely, be in 24 places at once.

Everywhere, the structures trigger engagement and eagerness among students and amazement among teachers at the enormous energy with which their students throw themselves into the learning processes.

The learning perspective in CL is social constructiveness and is based, among other things, on the ideas of the Soviet psychologist Lev Vygotsky, who saw learning as a social process taking place in interaction with others. A bonus element in CL is precisely the development of social competences.

Students should not learn one at a time when the teacher has time but simultaneously. And

every single student in the class must be engaged. The goal is that all students, as a fundamental condition of teaching, are in dialogue, receive feedback, and thereby formulate their way to understanding the subject matter and their world.

Learning is more likely to take place when students are motivated and emotionally

involved in what they are doing.

CL is a very special - almost paradoxical - combination of, on the one hand, student-centered teaching with a very high level of student activity and rich opportunities for individual expression, and on the other hand, a relatively high level of teacher structuring, which ensures that the work processes can proceed with maximum benefit for everyone.

CL structures do not require special teaching materials. Since CL is another way of interacting about the subject matter, not another kind of subject matter, all forms of teaching materials can be used.

The Pedagogical Principles

Often, in a class, there will be students who hold back when questions are asked - either due to insecurity, because some need longer reflection time than others, or because a few always come first, eager to contribute.

When teaching takes place in CL structures,

all students are active.

A structure only becomes a teaching activity when the teacher puts content into it.

Because the structures are so flexible, they can be combined not only with any form of academic content but also with different types

of courses and, to some extent, other pedagogical ideas.

The Four Principles (SPIE)

1.    Simultaneous Interaction

All participate actively in communicative learning processes at the same time.

2.    Positive Interdependence

There is positive interdependence when students benefit from others doing well, and when each student needs others’ participation to complete the learning work. Others’ success contributes to one’s own and makes the process fun and stimulating.

3.    Individual Accountability

In CL, students are repeatedly asked during a lesson or course to summarize, present, question, or evaluate their understanding and thinking about the subject matter.

4.    Equal Participation

Participation is equal when all contribute equally and are equally involved in the work. CL structures ensure high levels of participation by requiring students to take turns contributing.

Teams and Team Formation

A team is not the same as a group - it is socially integrated according to principles that promote tolerance, cooperation skills, democracy, and constructive dialogue among students.

An important element in CL is working in heterogeneous teams - teams where

members are as different as possible. Therefore, careful planning of team composition is recommended.

Research and experience show that heterogeneous teams provide the best results for both strong and weaker students. Stronger students help weaker ones but are also challenged by the many perspectives and explanations that emerge in a diverse team.

The Teacher & Structuring

The teacher’s role in CL is special: she initiates and guides students through structures but steps back as a “consultant” once the work begins.

Clear time frames are necessary, as they motivate and focus the work.

At the end of a structure, the teacher may summarize answers, facilitate knowledge- sharing, or let students apply their new knowledge in other structures.

Because students verbalize their learning, the teacher can follow their processes and identify those needing help - this is what Kagan calls “authentic assessment.”

Other elements:

·        Noise level control (long vs. short voices).

·        Quiet signal (raising hand until all follow).

·        Three-before-me rule (students ask team first – and then the teacher).

Social Skills

Building good social relations and developing social skills is built into CL. Values like tolerance, respect, and cooperation manifest in daily interactions.

·        Team building: activities to strengthen bonds and create trust.

·        Class building: mixing and rotating students to build relations beyond teams.

·        Icebreakers: standing/joining activities to highlight commonalities.

The teacher’s own behavior also strongly influences students (Rosenthal effect: teacher expectations shape performance). Positive, consistent communication from the teacher creates a supportive learning climate.

Knowledge and Skills Acquisition

Knowledge mastery: acquiring “high consensus” knowledge (e.g., Pythagoras’

theorem, language).

Skills mastery: developing abilities through repeated practice. CL enhances both because:

·        Engagement time increases.

·        Immediate feedback keeps processes focused.

·        Frequent summarization strengthens memory.

·        All students, even quiet ones, are active.

·        Safety in structures gives courage to try.

·        Variation appeals to different learning styles.

Thinking Skills

Students’ thinking must be central. CL values both creative and critical thinking.

Because students must articulate ideas to others, they structure and clarify their thinking. Working with different perspectives inspires and challenges them. Team safety allows creativity and experimentation.

Communication in the Classroom

CL, based on social constructivism, places language and communication at the center of learning.

Students learn much more of what they say than what they only hear. Constant verbalization develops vocabulary and concepts.

Negotiating meaning with peers is crucial, ensuring that all are engaged at once.

Positive feedback is precise, constructive, and benefits both giver and receiver.

Knowledge Sharing, Presentations, and Differentiation

Traditional presentations often disengage listeners. In CL, the learning happens during preparation and presentation, not in audience size.

Differentiation is essential - structures allow support across levels, activating students in many ways (physical, visual, kin-esthetics, communicative, cognitive).

Stronger students benefit because they must restructure and explain knowledge, while weaker students expand understanding by asking different questions.

Gardner’s multiple intelligence are used to design “broadband” teaching that stimulates learners in varied ways.

Structures and Time Management

Tasks are solved in structures - organized communication and process.

·        Choose structures you’re comfortable with but also try new ones.

·        Demonstrate structure at first.

·        Establish order of speaking.

·        Use color codes for simplicity.

·        Summarize and conclude for learning to be secured.

Time limits create urgency and focus - short enough to feel challenging.

Body and Movement

Movement enhances concentration, memory, and oxygen supply to the brain. Standing or moving stimulates learning and prevents restlessness. It also makes learning experiences more enjoyable.

Preparation and Use in Lessons

CL does not necessarily require more preparation it may even reduce workload. Few tasks in structures can generate long, concentrated processes.

Start with simple structures and build a CL “toolbox.”

During lessons, all students should work in the same structure simultaneously, though with different texts or tasks.

CL in Lectures

Lectures are not optimal for learning attention fades, and much is forgotten. Using short CL structures after 8–10 minutes enhances retention and engagement.

Benefits:

·        Misunderstandings are caught early.

·        Creates variety.

·        Reflection consolidates learning.

Changing teaching practices is demanding, but collaboration with colleagues increases

success. Working with CL together is more enriching and sustainable.

What Do Others Say About CL?

From Annette Hildebrandt Jensen’s foreword (Perspectives on Cooperative Learning,

2012):

·        CL = Learning as participation.

·        A special way to organize teaching and learning.

·        Creates more physical/mental activity and dialogue.

·        Meaning arises in interaction, especially between differing voices.

·        Not a miracle cure, but a valuable tool.

From Professor Lars Qvortrup:

·        Not “either-or” but “both-and.”
·        Teaching must connect to students’ interests and conditions.

·        Teacher’s role: not only to teach but to organize structures for learning communication.

·        Learning communities strengthen both cognitively and socially.

·        Clear beginnings, themes, and goals are essential.

·        Vary teaching forms to avoid monotony and signal new learning phases.

·        Collective and individual contributions are interdependent.

·        Good classroom leadership increases learning outcomes, regardless of method.

·        Teaching is always partly unpredictable teachers need a wide repertoire of methods.

·        Teaching balances intent and individual freedom.

·        Technology and freedom, structure and complexity must be combined.