A Full Guide to Cooperative Learning

A Full Guide to Cooperative Learning

​Objectives:

1)Ice-Breaker.

2)What is co-operative learning?

3)What are the three kinds of CL groups?

4)Skills Reinforced by CL.

5)Teachers’ Role in CL.

6)What’s the difference between traditional groups and CL groups?

7)Stages of working in a group.

8)CL strategies.

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What do you know about Cooperative learning?

​The leader of the group will be in charge of logging in the answers to the following activity. If any participant doesn't know any of the points although the rest of the group know, mark the point as "want to know." Make sure you use the name of your group as your username.

​Numbered Heads Together (5 min)

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•Students are placed into groups and given a number in their group. Students are asked a question and discuss it with their group members. When time is up, the teacher calls a number and all students with that number stand up and take turns sharing what they discussed in their groups. The students are able to build on and connect similar ideas among the groups and broaden the conversation.

Poll

Mark what you know about cooperative learning .

• What is cooperative learning?

• What are the three kinds of CL groups?

• CL strategies.

• Skills Reinforced by CL.

• Stages of working in a group.

Poll

Mark What you want to know about CL.

• What is cooperative learning?

• What are the three kinds of CL groups?

• CL strategies.

• Skills Reinforced by CL

• Stages of working in a group.

​What is "Cooperative Learning"?

​What is Cooperative learning?

Start discussing in Double Lines. Rotation happens every minute/ 30 seconds for each student.

Steps:

1.Students stand in two lines, facing a partner. The inside line (A) faces out; the outside line (B) faces in.

2. Students discuss a topic or they may take turns responding to a teacher’s question.

3. Partners discuss answers and listen to one another.

4. After each question or set of questions, students in the outer or inner lines rotate to the next partner on teacher’s signal.

5. When the discussion is over, students get back to their seats among their groups.

6. Teacher provides feedback after hearing the students’ answers.

Open Ended

What is the definition of "Cooperative Learning"?

​What is Cooperative learning?​

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It is a strategy in which students of all levels of performance work together in structured groups toward a shared or common  goal.

This teaching strategy promotes socialization and learning.

It provides instructional use of small groups through which students work together to maximize their own and each others’ learning.

​What are the three kinds of CL groups?

​Base or Home Groups

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​Formal Cooperative Learning Groups

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​Informal Cooperative Learning Groups

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​What is the difference between the three kinds of groups?

​•Numbered Heads Together (5 min)

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•Students are placed into groups and given a number in their group. Students are asked a question and discuss it with their group members. When time is up, the teacher calls a number and all students with that number stand up and take turns sharing what they discussed in their groups. The students are able to build on and connect similar ideas among the groups and broaden the conversation.

Multiple Choice

What is a "Base/ Home Group"?

• •These groups are temporary, that last for one discussion or class period. The members are chosen randomly and will rotate on a regular basis. Their purpose is to focus learners’ attention on the material being taught. These groups are useful during a lecture or direct reading. By breaking up the lecture into several mini lectures and having learners process the material in cooperative learning groups, you end up decreasing the amount of lecture time, but you enhance what is learned and build relationships among learners in your class.

• •are long – term cooperative groups with stable membership. Learners are chosen for in a manner that will guarantee a good mix of academic levels in the group. These groups are set up so they can provide support to each other, for example they assist one another to prepare for a test, or they pick up handouts for each other if one of the group members is absent. These groups should be set up so they can remain together for at least a term or longer.

• •These groups may last from several minutes to several class sessions to complete a specific task or assignment, such as writing a report, conducting an experiment, reading or comprehending a story, etc.. These members are chosen carefully for heterogeneity ,to maximize learning.

Multiple Choice

What are "Informal Cooperative Learning Groups"?

• •These groups are temporary, that last for one discussion or class period. The members are chosen randomly and will rotate on a regular basis. Their purpose is to focus learners’ attention on the material being taught. These groups are useful during a lecture or direct reading. By breaking up the lecture into several mini lectures and having learners process the material in cooperative learning groups, you end up decreasing the amount of lecture time, but you enhance what is learned and build relationships among learners in your class.

• •are long – term cooperative groups with stable membership. Learners are chosen for in a manner that will guarantee a good mix of academic levels in the group. These groups are set up so they can provide support to each other, for example they assist one another to prepare for a test, or they pick up handouts for each other if one of the group members is absent. These groups should be set up so they can remain together for at least a term or longer.

• •These groups may last from several minutes to several class sessions to complete a specific task or assignment, such as writing a report, conducting an experiment, reading or comprehending a story, etc.. These members are chosen carefully for heterogeneity ,to maximize learning.

Multiple Choice

What are "Formal Cooperative Learning Groups"?

• •These groups are temporary, that last for one discussion or class period. The members are chosen randomly and will rotate on a regular basis. Their purpose is to focus learners’ attention on the material being taught. These groups are useful during a lecture or direct reading. By breaking up the lecture into several mini lectures and having learners process the material in cooperative learning groups, you end up decreasing the amount of lecture time, but you enhance what is learned and build relationships among learners in your class.

• •are long – term cooperative groups with stable membership. Learners are chosen for in a manner that will guarantee a good mix of academic levels in the group. These groups are set up so they can provide support to each other, for example they assist one another to prepare for a test, or they pick up handouts for each other if one of the group members is absent. These groups should be set up so they can remain together for at least a term or longer.

• •These groups may last from several minutes to several class sessions to complete a specific task or assignment, such as writing a report, conducting an experiment, reading or comprehending a story, etc.. These members are chosen carefully for heterogeneity ,to maximize learning.

​§Base or Home Groups:  are long – term cooperative groups with stable membership. Learners are chosen for base  groups in a manner that will guarantee a good mix of academic levels in the group. These groups are set up so they can provide support to each other, for example they assist one another to prepare for a test, or they pick up a handouts for each other if one of the group members is absent. Base groups should be set up so they can remain together for at least a term or longer.

§Formal Cooperative Learning Groups: These groups may last from several minutes to several class sessions to complete a specific task or assignment, such as writing a report, conducting an experiment, reading or comprehending a story, etc.. These members are chosen carefully for heterogeneity ,to maximize learning.

§Informal Cooperative Learning Groups: These groups are temporary, that last for one discussion or class period. The members are chosen randomly and will rotate on a regular basis. Their purpose is to focus learners’ attention on the material being taught. These groups are useful during a lecture or direct reading. By breaking up the lecture into several mini lectures and having learners process the material in cooperative learning groups, you end up decreasing the amount of lecture time, but you enhance what is learned and build relationships among learners in your class.

​Skills Reinforced by CL ( Paper)

What skills did the student have after using the CL ?

​•Round Table (  5 min )

•The roundtable has three steps to it.

In the first step, the teacher poses a question that has multiple answers.

Step two, the first student in each group writes one response on a paper and passes the paper counterclockwise to the next student.

Finally, in step three, teams with the greatest number of correct responses gain some type of recognition.

​​Skills Reinforced by CL

​•Positive interdependence. (sink or swim together)

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•Face-to-face/ promotive interaction. (Helping each other learn)

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•Individual and group accountability.(members accept responsibility for their contributions) 

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•Interpersonal and small group skills. (communication, trust etc..)

•Group processing. (Reflecting on how well the team is processing)

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​Teachers’ Role in CL.

​•Round Robin( 1 min think time/  5 min  group discussion and recording)

•A question is posed by the teacher with many possible answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down all the answers of the group members. This strategy is very similar to round table. The main difference is that in round robin one student does all the recording for all members of his/her group.

Open Ended

​Teachers’ Role in CL.

​​Teachers’ Role in CL.

​•Designs meaningful tasks/ team roles that require participation of each student.

•Spends time explaining a set of ground rules prior to any group activity.

•As the group works on tasks, the teacher acts as a facilitator floating from group to group to monitor the learning process.

•The teacher also provides students with on going feedback of the group’s process.

•The teacher  makes students evaluate themselves with reflection assessment forms.

•Creates team reward system.

•Teacher models through role playing.

What is the correct order of the ​Stages of working in a group.(Paper)

Adjourning- Norming- Forming- ​Storming- Performing

​Not arranged correctly

​•Think Pair and Share (2min think/ 5 min pair/ Then Share with the class)

T : (Think)

Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic individually.

P : (Pair)

Each student should be paired with another student to discuss his/her answer.

S : (Share)

 Teachers expand the "share" into a whole-class discussion by choosing a leader to represent the answer reached

​Stages of working in a group.

​Forming - stage 1

- Members will make contact and bond.

- Develop trust.

- Members are dependent.

- Organization and Orientation.

Storming - stage 2

- Expressing differences of ideas, feelings and opinions.

-Reacting to leadership.

-Norming - stage 3

Decisions are made through negotiation and consensus building.

Performing - stage 4

-Members work collaboratively, care about each other and establish a unique identity for the whole group.

Adjourning - stage 5

-When teams have completed their tasks they wrap up.

-Team members reflect on what went well and what they could’ve improved.

​Important Notes

​Be transparent about why you are assigning group roles.

Provide students with a list of roles and brief definitions for each role at the beginning of the group work activity.

Form groups of no more than 5 students.

Inform them about the name of the strategy.

Inform them about what they are expected to do in that strategy. Make sure they all understand.

Assign Roles to each student in the group.

Set a clear duration for each step in the strategy you chose.

Start the strategy. Monitor the students by touring among them and offering help when needed.

Announce how much time is left.

End Activity.

Choose presenter to present the answers of the group to the whole class.

​Important Notes

Classroom Control Tips for Teachers

1. Tone of Voice

Use a calm but firm tone when giving instructions. Avoid yelling; authority comes from consistency, not volume.

Lower your voice slightly when you want attention — students often quiet down to listen.

Use an encouraging and enthusiastic tone when praising effort or introducing a new activity.

Vary your tone to maintain interest (not monotone, not overly dramatic).

2. Body Language

Stand confidently with open posture; avoid crossing arms or pacing nervously.

Eye contact shows presence and signals attentiveness.

Move around the classroom — proximity helps manage behavior quietly (a simple walk towards chatty students is often enough).

Use gestures purposefully to emphasize instructions or important points.

3. Setting Expectations

Be clear from Day 1: Explain classroom rules and routines (raising hands, group work, lining up, using materials).

Post rules visually where everyone can see them.

Consistency is key: students respect teachers who enforce expectations fairly.

4. Acceptable Work Standards

Define what "good work" looks like (neat handwriting, complete sentences, effort shown).

Teach students how to check their own work before submission.

Praise effort and improvement, not just perfect answers.

Display excellent examples (student work wall or showcase) to inspire others.

​Important Notes

5. Behavior Management

Use non-verbal cues (pause, look, gesture) before raising your voice.

Redirect misbehavior calmly: "Let’s focus" instead of "Stop talking!"

Give choices to encourage responsibility: "You may finish now or during break."

Reinforce positive behavior more than punishing negative behavior.

6. Engagement Strategies

Break lessons into short, varied activities (discussion, practice, group work).

Use names often — it personalizes instruction and keeps students alert.

Ask open-ended questions to invite thinking, not just yes/no answers.

Incorporate movement or quick brain breaks for younger students.

7. Teacher Presence

Arrive before students when possible and start class on time.

Begin with a signal (clap rhythm, countdown, call-and-response) to get attention.

Keep lessons structured: a clear start, middle, and end.

End with a summary or reflection to give closure.

​Important Notes

​Important Notes

•1. Visual learning

•Using one’s sense of sight to gather information.

•Visual learning activities:

•Following maps

•Sketching diagrams

•Watching videos

•Doodle diagrams of your written information in the margins

• Create a flowchart for the progression of your notes and ideas

• Make flashcards that include pictures or diagrams as visual clues

• Highlight key information in your texts or notes

• Create a chart or a series of boxes to remind you how to complete math equations

• Use a computer to convert data and notes into charts, tables, graphics, pictures, etc.

• Hangman game

•Timelines

​Important Notes

•2. Kinesthetic learning

•Learning takes place physically with movement, expressions, and one’s sense of touch.

•Kinesthetic learning activities:

•Type your notes after class -Create a YouTube video as a group to study later individually

• Write your notes onto flashcards - Scrabble -Make posters

•Sit near the front of the room

• Walk back and forth, move in some way, when studying notes

• Read your notes out loud

• As much as possible, create models for the information at hand

• Use the internet to research your subject material

• When possible, visit locations for your material (library, museum, historical sites, etc.)

• To learn a sequence or equation, use one note card for each step.

• Highlight material when reviewing/studying

•Use a dry-erase or chalkboard to study or review

•Correlate physical movements with ideas/terms

•Building 3D models

•Attending and/or presenting at a science fair

•Measuring items in the classroom

​Important Notes

•3. Auditory learning

•Learning through hearing. Related to linguistic intelligence and musical intelligence.

•Auditory learning activities:

•Listening to rhymes

•Writing song lyrics, or even singing

•Creating or listening to podcasts

•Use a computer to record your notes read aloud

• Read your notes aloud when studying

•Work with a regular study partner to review out loud

• Work in a group where you can discuss the information

• Tape lectures.

• When learning new material, especially equations, talk your way through the material.

•Use of metaphors/similes to compare and remember (as long as they are voiced)