Definition of Cooperative Learning
Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts. In every classroom, instructional activities are aimed at accomplishing goals and are conducted under a goal structure. A learning goal is a desired future state of demonstrating competence or mastery in the subject area being studied. The goal structure specifies the ways in which students will interact with each other and the teacher during the instructional session. Each goal structure has its place (Johnson & Johnson, 1989, 1999). In the ideal classroom, all students would learn how to work cooperatively with others, compete for fun and enjoyment, and work autonomously on their own. The teacher decides which goal structure to implement within each lesson. The most important goal structure, and the one that should be used the majority of the time in learning situations, is cooperation.
What's in It for My Students?
Fire Alarm
Ability grouping is when all the “low-ability” students are placed in one group, all the “high-ability” students are placed in another group, and all the “medium-ability” students are placed in a third group (for years elementary teachers would put students into three reading groups—the “Bluebirds,” the “Redbirds,” and the “Blackbirds,” for example). Today, we know that such grouping practices promote inequality and are counterproductive to the learning process.
Based on the experiences of thousands of classroom teachers, these are the benefits of cooperative learning:
Student achievement. The effects on student achievement are positive and long-lasting, regardless of grade level or subject matter.
Student retention. Students are more apt to stay in school and not drop out because their contributions are solicited, respected, and celebrated.
Improved relations. One of the most positive benefits is that students who cooperate with each other also tend to understand and like each other more. This is particularly true for members of different ethnic groups. Relationships between students with learning disabilities and other students in the class improve dramatically as well.
Improved critical thinking skills. More opportunities for critical thinking skills are provided, and students show a significant improvement in those thinking skills.
Oral communication improvement. Students improve in their oral communication skills with members of their peer group.
Promoted social skills. Students' social skills are enhanced.
Heightened self-esteem. When students' work is valued by team members, their individual self-esteem and respect escalate dramatically.
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