Chapter 10
Cooperative Learning
Learner Outcomes for
Cooperative Learning
(Figure 10.1)
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Overview of Cooperative
Learning
 What
are the key characteristics of
cooperative learning? How do these differ
from other models of teaching?
 What are the six phases of a cooperative
learning lesson?
 What are the major learner outcomes for
cooperative learning?
 What type of learning environment works
best for cooperative learning?
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Theoretical and Empirical
Support
 Concept
of the Democratic Classroom
 Intergroup Relations
 Experiential Learning
 The Effects of Cooperative Learning
 Effects on Cooperative Behavior
 Effects on Tolerance for Diversity
 Effects on Academic Achievement
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Theoretical and Empirical
Support
 What
philosophical and theoretical
contribution did John Dewey and Gordon
Allport make to the development of
cooperative learning?
 Why are ideas from experiential learning
important to cooperative learning?
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Theoretical and Empirical
Support (cont.)
 How
strong is the empirical support for
cooperative learning?
 On what effects of cooperative learning
do researchers seem to agree?
Disagree?
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Planning and Conducting
Cooperative Learning Lessons

Planning for Cooperative Learning
 Choose an Approach
 Student Teams Achievement Divisions
 Jigsaw
 Group Investigation
 The Structural Approach
 Think-Pair-Share
 Numbered Heads Together
 Choose Appropriate Content
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Planning and Conducting
Cooperative Learning Lessons
(cont.)
Form Student Teams
 Develop Materials
 Plan for Orienting Students to Tasks
and Roles
 Plan for the Use of Time and Space
 Cluster Seating Arrangement
 Swing Seating Arrangement

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Planning and Conducting
Cooperative Learning Lessons
(cont.)
Conducting Cooperative Learning Lessons
 Clarify Aims and Establish Set
 Present Information Verbally on in Text
 Organize Students in Study Teams
 Assist Team Work and Study
 Adapting Cooperative Learning Lessons for
Diverse Learners

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Jigsaw-Teams
(Figure 10.2)
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Think-Pair-Share
(Figure 10.3)
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Four- and Six-Cluster Seating
Arrangements (Figure 10.4)
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The Swing Seating
Arrangement (Figure 10.5)
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Planning and Conducting
Cooperative Learning Lessons
 What
are the major planning tasks
associated with cooperative learning
lessons?
 How does planning for cooperative
learning lessons differ from planning for
direct instruction?
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Planning and Conducting
Cooperative Learning Lessons
(cont.)
 What
factors should teachers consider
when choosing a particular cooperative
learning approach? When choosing how
to form learning groups?
 What are the six phases of a cooperative
learning lesson? What kinds of teacher
behaviors are associated with each
phase?
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Planning and Conducting
Cooperative Learning Lessons
(cont.)
 How
does the teacher’s role in
cooperative learning differ from the role
in direct instruction?
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Managing the Learning
Environment


Help with Transitions
Teach Cooperation
 Task Interdependence
 Social Skills
 Sharing Skills
 Participation Skills
 Communication Skills
 Group Skills
 Team Building
 Teaching Social and Group Skills
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Managing the Learning
Environment
What are the key features of the
cooperative learning environment?
 What steps can teachers take to help
students make a smooth transition from
large groups to small groups?
 Name the important social and group skills
required of students if they are to work
together effectively.

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Assessment and Evaluation
 Test Academic
Learning
 Assess Cooperation
 Grade Cooperative Learning
 Recognizing Cooperative Effort
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Scoring Procedures for STAD
and Jigsaw (Figure 10.6)
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Quiz Score Sheet for STAD
and Jigsaw (Figure 10.7)
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Rubric for Cooperation and
Collaboration (Figure 10.8)
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Assessment and Evaluation
 What
factors should teachers consider
when thinking about how to assess
student achievement in cooperative
learning?
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