BLOG POST#2 – Cooperative Learning

Cooperative Learning

Overview

Prior to World War II, social theorists such as Allport, Watson, Shaw, and Mead began establishing cooperative learning theory after finding that group work was more effective and efficient in quantity, quality, and overall productivity when compared to working alone. However, it wasn’t until 1937 when researchers May and Doob found that people who cooperate and work together to achieve shared goals were more successful in attaining outcomes, than those who strived independently to complete the same goals. Furthermore, they found that independent achievers had a greater likelihood of displaying competitive behaviors.

Philosophers and psychologists in the 1930s and 1940s such John Dewey, Kurt Lewin, and Morton Deutsh also influenced the cooperative learning theory practiced today. Dewey believed it was important that students develop knowledge and social skills that could be used outside of the classroom, and in the democratic society. This theory portrayed students as active recipients of knowledge by discussing information and answers in groups, engaging in the learning process together rather than being passive receivers of information (e.g., teacher talking, students listening).

What is Cooperative Learning?

Cooperative learning is an educational and instructional approach that involves groups of students working together to achieve common academic goals. Cooperative learning methodology prioritizes communication, collaboration, and mutual support among students, thereby promoting both individual and group learning. To foster an environment of success, it is the responsibility of each group member to assist peers in learning in addition to absorbing the material being taught. Students learning cooperatively can capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.). With this approach, everyone success when the group succeeds.

Positive interdependence, individual accountability/responsibility, face-to-face interaction, social skills, and group processing, are five important characteristics or elements essential for cooperative learning, published by Johnson & Johnson in 1994.

Cooperative learning as a concept has been shaped and developed by various educators and researchers over time. Some prominent personalities/brains behind cooperative learning are:

1. David W. Johnson & Roger T. Johnson, the Johnsons are widely recognized for their extensive work, research and contributions to cooperative learning.
2. Robert E. Slavin, Robert is another influential person who has conducted extensive research on cooperative learning and its impacts on student achievement. He has developed various cooperative learning techniques and has written great books and articles on the subject.
3. Dr. Spencer Kagan, another significant figure in the development and popularization of cooperative learning is Spencer Kagan. His contributions have been influenced particularly in creating practical strategies and structures teachers can use in their classrooms known as Kagan’s Structures, designed to promote student engagement and cooperative learning. His structures provide clear, easy-to-implement approach for organizing student interactions, ensuring that all students are actively involved in the learning process. Some notable Kagan Structures are: Think-Pair-Share, RallyRobin, RoundRobin, and Numbered Heads Together.

How Cooperative Learning aligns with our BluePrint Topic

I think cooperative learning aligns with our topic, “Motivation and its importance in teaching and learning” as it is a strategy that reduces competition and racial conflict among students, increases their self-efficacy and autonomy, as well as increases enjoyment of the learning experiences (which relates or sits well with intrinsic motivation). It also aligns well with some of the learning activities, as students are put in small groups to discuss the two main types of motivation and share their thoughts with the class.

Conclusion

I will conclude that, cooperative learning improves behaviors, helps students to develop social skills, teamwork skills, communication skills, and practice leadership skills. Cooperative learning boost engagement and achievement, closes achievement gap, improves students’ relations, and creates a more kind and caring learning environment. It is a valuable learning strategy when implemented effectively, can yield major educational benefits, promoting both academic and social development among students.

References

Schunk, D. (2020). Learning theories: An educational perspective (8^th Ed.). Pearson, ps. 343.

Johnson, D.W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning, Educational Researcher, 38(5), 365-379.

Kagan, S. (1994). Cooperative Learning. Kagan Publishing