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How to understand cooperative learning ?
How to understand cooperative learning ?
Cooperative learning is based on the principle of constructivism, with attention to the contribution that social interaction can make. Constructivism rests on the idea that individuals learn through building their own knowledge, connecting new ideas and experiences to existing knowledge and experiences to form new or enhanced understanding (Bransford, 1999). Also, it rests on sociocultural theory of development which argues that learning takes place when learners solve problems beyond their current developmental level supported by teacher or peers (Johnson, Johnson, & Smith, 2014).
Engaging Learners
Engaging Learners
In cooperative learning, learners work together as groups to learn to solve a problem. Procedures can help to engage learners actively in the learning process. The learning process should be driven through inquiry and discussion with their peers in small groups. Small groups are essential because learners are able both to be heard and to hear their peers. Teachers should also invite the learners in discussions about, and modelling of «how do we work together to support efficient accomplishment, and how do we make sure everyone takes part as an active and constructive part?”
A learning process
A learning process
Cooperative learning can be seen as a learning process that aims for a learning environment that encourages self-directed learning as a goal. To make learners autonomous, articulate and socially and intellectually mature, teachers must teach the process and principles of cooperative learning. It is, however, important to involve the learners in this process in order to develop and explore common language and achieve a common understanding of the rules and criteria that are necessary. The teacher is responsible for designing the task, but the learners should be involved both in designing the task and in articulating the goals and purposes of cooperative learning.
Inquiry-based tasks
Inquiry-based tasks
Through cooperative learning, the aim is to have open-ended tasks that require and enhance critical thinking. Therefore, the learning tasks must be inquiry-based and action-oriented. The process of creating the learning task itself is effective: from broad perspective to a more specific one where you select the right tool and structure the procedures to best complete it. (Davidson & Major, 2014)
Problem-based learning is one approach to work inquiry-based. Often a process described in seven steps. (Pettersen, 2005) The students get or find a real-life situation that they need to understand, investigate or find solutions for. Then describe and work together to find out what kind of knowledge they need and how they can solve or approach the dilemma. It is a process where they gather information and build knowledge simultaneously and as a part of the learning.
WHY COOPERATIVE LEARNING?
WHY COOPERATIVE LEARNING?
Four main factors that indicate why cooperative learning has effect:
Four main factors that indicate why cooperative learning has effect:
1. Motivation: Learners help their peers learn because it is in their own interest to do so and therefore effort is increased.
2. Social cohesion: Learners help their peers because they care about the group and feel social cohesion.
3. Personalisation: “Learners learn more because their more able peers can engage with the particular difficulties a student is having.” (Wiliam, 2011, p. 134)
4. Cognitive elaboration: Giving help in group settings makes you (the learner giving help) think through the ideas more clearly. The help given must take the form of detailed explanations, not the form of answers or procedural information. (Wiliam, 2011)
The process of managing and implementing cooperative learning
The process of managing and implementing cooperative learning
The model shows teaching steps and different aspects and approaches that are connected and need to work together in a process of cooperative learning. To make the collaboration work, the learners should be engaged in all parts of the process.
Student involvement
Student involvement
To involve the student in all the parts of the learning process is important for motivation, to encourage participation and engaging the learner, and to make the learning objectives relevant.
Teach the principles
Teach the principles
The principles are important to develop the understanding and metacognitive skills of collaboration. The purpose of collaboration needs to be voiced together with the learners.
Designing the learning task
Designing the learning task
Teachers often decide the frames and maybe also the topics for a task. Open and rich tasks, based on big ideas, and authentic learning situations that bring relevance are essential. Also, it is important to make space for the learners to get involved in designing and developing the learning tasks, selecting the appropriate methods, tools, content and so on. (Barkley, 2014) To build competence for the 21st century, and engage with the student, the learning task should be real-world challenges or authentic situations.
"The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."
"The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."
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