Cooperative Learning:
Strategies and Tools
Resource Person: Christine Foster
With thanks to Dianne Bloor and Marie Geelen
who generously shared many of these ideas and tools
Focus on Learning 2
June 5, 2012
Cooperative Learning: Strategies and Tools
“Learning is all about making connections.”
Patricia Cross
Workshop Description:
The research is clear. The more engaged learners are and the more they interact and
connect with each other and with course content, the more likely they are to be successful
in college courses. Come to this workshop to discover practical teaching tips and tools
that you can use to get students learning together in your classroom. These techniques
will work for college students in classrooms across all discipline areas.
More specifically there will be an opportunity for you to
 discuss the strengths and challenges of cooperative learning
 experience some active learning techniques
 explore a number of tips and teaching tools you can use to get students learning
together
 consider how you might use (or adapt) these tools and tips with students in your
classes
Proposed Agenda:
1.0
Getting Started…
1.1
Welcome and introductions
1.2
Agenda setting
2.0
Thinking About Cooperative Learning
2.1
Strengths and Challenges
2.2
Some beginning thoughts on working with groups
3.0
Trying Out Some Active Learning Techniques that are used with groups. Select
from
3.1
T-Chart
3.5 Group Brainstorming
3.2
Find the Fib
3.6 Take-a-stand
3.3
Interview matrix
3.7 Snowball
3.4
Pose a Problem-Pass a Problem
3.8 One Stay, Three Stay
4.0
Reflecting and Closure
4.1
Summary and unanswered questions
4.2
Activities/tools from others
4.3
“Keepers” to try out with your students
4.4
Some resources for further exploration
4.5
Workshop feedback
Focus on Learning 2
2
June 5, 2012.
Cooperative Learning: Strategies and Tools
Agenda Setting
Purpose:

To identify expectations and to focus the agenda
The task:




Working individually, review the collaborative learning activities in the handout
Discuss your ideas with your group.
Decide which of the activities you would most like to experience today
Vote using your “Audience Response Card” (Clicker)
Notes:
Focus on Learning 2
3
June 5, 2012.
Cooperative Learning: Strategies and Tools
THE LEARNING PYRAMID
Cooperative learning techniques are associated with higher retention of knowledge and
improved student learning as relected in the Learning Pyramid below.
Focus on Learning 2
4
June 5, 2012.
Cooperative Learning: Strategies and Tools
Messages from the Research…
“A Top Ten List”
Cooperative learning results in…
10
Greater intrinsic motivation
9
Increased perspective taking
8
More “on-task” behaviour
7
Better attitude towards teachers
6
Greater collaborative skills
5
Higher self-esteem
4
Greater use of higher level thinking
3
More engaged learners
2
Increased retention
1
Higher achievement
Focus on Learning 2
5
June 5, 2012.
Cooperative Learning: Strategies and Tools
Some Basic Principles of Cooperative Learning
Adapted from
Johnson, Johnson, and Holubec, (1994) The Nuts & Bolts of Cooperative Learning
Setting the Stage for Cooperative Learning
As teachers, we fool ourselves if we think that well-meaning instructions like “form a
group and work together”, or “work as a team to…”, or “set up a project team and work
together to lighten the load”, will be enough to create cooperative efforts among group
members. Placing students in a group and telling them to work together does not in and
of itself result in cooperation. We need to teach students the skills of collaborative
learning and provide them with the tools they need to help make groups work effectively.
We also need to structure learning activities that are consistent with the essential
principles of cooperative learning.
The Basic Principles of Cooperative Learning
Positive Interdependence is the first principle of cooperative learning. Positive
interdependence is achieved when group members perceive that they are linked to one
another in a way that one succeeds when everyone else succeeds. Group goals and tasks
are designed and communicated in ways that make them believe they sink or swim
together. Each group member’s efforts are required and indispensable for group success
and each group member has a unique contribution to make to the joint effort because of
his or her resources, experience and/or role and responsibilities. When structuring
cooperative learning activities teachers ask themselves: Does individual success depend
upon a team effort? Could anyone do it as well alone?
Individual (and group) accountability is a second important element of cooperative
learning. Two levels of accountability have to be structured into cooperative lessons.
The group must be accountable for achieving its goals and the individual must be
accountable for contributing his/her share of the work. Individual accountability exists
when the performance is each individual is assessed and the results are given back to the
group and the individual in order to ascertain who needs more support. Students learn
together so that each student subsequently gains greater individual competency.
Questions to think about when structuring activities for individual accountability might
be: Do students feel responsible for their own learning and for the learning of their team
mates? Can individual and team performance be identified and tracked?
Group processing is a third basic component of cooperative learning. Group processing
occurs when group members discuss how well they are achieving their goals and
maintaining effective working relationships. Groups need to identify what member
actions are helpful and unhelpful and make decisions about what behaviours to continue
or change. The goal is continuous improvement of group effectiveness and the learning
process through analysis of how members are working and learning together. Teachers
Focus on Learning 2
6
June 5, 2012.
Cooperative Learning: Strategies and Tools
need to provide the tools to help teams carry out these reflections and guide students to
ask: How effectively did they demonstrate collaborative behaviours during the learning
activity? What worked? What could be improved?
Social /collaborative /team work skills are another essential component of cooperative
learning structures. Cooperative learning is inherently more complex than competitive or
individualistic learning because students have to engage simultaneously in learning
academic subject matter or skills (task work) and functioning effectively as a group (team
work). These social or collaborative skills need to be taught to students just as
purposefully as academic skills. Leadership, decision-making, conflict resolution,
establishing group goals and a group agenda, communication, analysis and distribution of
work and other skills are needed to help groups manage both team work and the task of
learning new material effectively. Teachers need to structure tasks and teach the
social/team skills needed to engage successfully in the task. They need to consider:
What team skills are needed to accomplish this work? Do students have these skills? Do
they need to be taught these skills? What tools would help them implement and monitor
these skills?
Interaction (preferably face-to-face) is the final element of cooperative learning
activities. Students need to do real work together in which they share resources, help,
support, encourage each others’ efforts. Students develop cognitive and interpersonal
skills as they teach each other what they know, discuss concepts, engage in group
problem-solving, connect present to past learning, check their understanding etc.
Teachers can build learning activities that promote this interaction. Teachers can
examine learning activities and ask: Is this structured so that students need to interact in
order to complete the task? How equal was the participation?
Focus on Learning 2
7
June 5, 2012.
Cooperative Learning: Strategies and Tools
T-Chart
Principles of Cooperative Learning
Key ideas (in words)
Key ideas (in pictures)
Something to remember:
Focus on Learning 2
8
June 5, 2012.
Cooperative Learning: Strategies and Tools
T-Chart
Description:
Notes and applications:
This tool can be used during a lecture, watching a
video or DVD, to summarize a reading or a field
experience.
Students record point form facts or ideas in the facts
column
Students work in pairs to share their notes and ensure
that all have the necessary information
Then, students draw images or symbols to represent
the facts or ideas
If time, students may be given an opportunity to share
their visuals
Example:
Red Riding Hood
went through the
woods
She picked flowers
She saw a wolf
The T-Chart can be adapted with different directions
for each of the two columns.
See example on the next page.
Focus on Learning 2
9
June 5, 2012.
Cooperative Learning: Strategies and Tools
T-Chart
Criticizing Ideas and Not People
What I could do…
What I could say…

Bring out all the ideas and facts
supporting both sides

“I am going to change my opinion for
these reasons…”

Try to put ideas together in a way that
makes sense

“Could you add any information that
might support that idea?”

Try to understand both sides of an issue

“I disagree with that idea for this
reason…”

Ask someone to restate what was said if
I don’t understand


Listen to everyone’s ideas, even if I do
not agree

“What facts do you have to back up that
statement?”
“That reasoning is invalid in this
way…”
Etc.
Etc.
With thanks to Marie Geelen who shared this example with us.
Focus on Learning 2
10
June 5, 2012.
Cooperative Learning: Strategies and Tools
The Interview Matrix
Description…
Notes and Application…
Create a few key questions that you will use to help
students review a topic or explore a topic that is new to
them. The questions should be somewhat open ended so
that they cannot be answered with “yes/no” or short one
word/one sentence answers.
Have students work in groups the size of the number of
questions that you have. For example, for 4 questions,
have students work in groups of 4.
Have students in each group “number off” so each
student has a number from 1 to 4.
Each of the numbers (1 through 4) is assigned a question
that pertains to the topic to be reviewed or explored.
Each student is given time to interview the other
students in their group to collect information related to
the question that they have been given. Depending on
the situation, two minutes per question is sufficient.
Then, all the same numbers meet together (all the
number 1’s, number 2’s etc.) and share the information
they have collected. Their task is to complete a
composite list of information that has been collected
from all the groups and to share this information with
the whole class. Flip chart paper and markers or
electronic visuals are helpful here.
Each number group reports on the information they have
collected. You can lead the activity so there is an
opportunity for you and the students to comment,
extend, refine or offer alternative ideas.
This technique is useful for a number of purposes
 To find out what students know about a topic or
process at the beginning of a class or course
 To help “take up” assigned readings, a field trip,
field work, or assigned homework
 To review material from a class or unit of a course
 To have students explore a topic by having them
interview practitioners in the field.
Focus on Learning 2
11
June 5, 2012.
Cooperative Learning: Strategies and Tools
Find-the-Fib
Description:
Notes and applications:
State two facts or true statements and one that is not
true.
Announce all as facts or true statements
Have team mates or other teams identify which one is
the fib
Example 1
4+4=8
4X2=8
42=8
Example 2
The standard deviation of test scores is an indictor of
test difficulty.
The mean score is the same as the average score.
Mastery tests are an example of criterion referenced
testing.
Focus on Learning 2
12
June 5, 2012.
Cooperative Learning: Strategies and Tools
Pose a Problem Pass a Problem
Description…
Notes and application…
The team works together to select a problem.
The team writes the problem and attaches it to the
outside of a folder.
The folders are rotated to another team.
The team receiving a folder reads the problem, then
lists creative solutions to the problem on a sheet of
paper and places the paper inside the folder.
The folders are rotated to another team.
The team receiving the folder does not look inside the
folder. They read the problem, list their solution to the
problem and add their paper to the inside of the file.
The folders are rotated again and the process
continues.
After the desired number of rotations, the file is
returned to the team that posed the original problem.
They read the solutions that have been suggested,
summarize the ideas, add any ideas of their own and
prepare to share with the larger group according to the
given guidelines. You may suggest they share what
one or two solutions that they think might be the most
effective, or the most creative, or the most common
approaches etc.
Focus on Learning 2
13
June 5, 2012.
Cooperative Learning: Strategies and Tools
Group Brainstorming
Notes and Application…
Description…
Discuss the rules (4 S’s)
 Speed
 Suspend Judgment
 Silly is OK
 Synergy
For a Rallyrobin
Have students form pairs within the team.
Working in pairs students take turns with their partner
sharing ideas back and forth—writing each idea on a
separate post-it note.
When time is up (or ideas stop flowing) the ideas on
the post-it notes are read and placed on the table for all
to see.
Ideas can then be discussed, assessed for usefulness,
and organized into concept maps or other
configurations.
This can be adapted to include the total team at one
time. For example two students brainstorm and two
others serve as their scribes to capture the ideas as they
are spoken on post-it notes.
Focus on Learning 2
14
June 5, 2012.
Cooperative Learning: Strategies and Tools
Take-a-Stand
Description…
Notes and application…
The purpose of this activity is to help students take a
position on a question or topic and to explore the
rationale for the position taken.
It can be used effectively to help clarify and discuss
contentious issues.
This technique can be used with groups as small as six
or eight up to 100 or more.
Make four signs-- STRONGLY AGREE, AGREE,
STRONGLY DISAGREE and DISAGREE. Post
these signs around the room with strongly agree
opposite strongly disagree and agree opposite
disagree.
Review the purpose of the activity and the Arules@
with the students.
Read a statement that has no right or wrong response.
(For example: Colleges should move to a pass/fail
grading system). Invite the students to move to the
part of the room that best describes their reaction to
the statement. Do not allow students to stand between
signs-- they must take a stand.
Give the groups under each sign a minute or two to
share why they moved there. Invite a spokesperson
from each area to explain (in a sentence or two) why
they have taken the position they have. If other
students are persuaded by a speaker they can change
positions.
After a few minutes, summarize the ideas that have
been presented.
Focus on Learning 2
15
June 5, 2012.
Cooperative Learning: Strategies and Tools
Snowball
Description…
Notes and application…
Flip chart papers are posted around the room. Each
page has a different question to respond to, sentence to
complete or other prompt for input.
Learners are divided into pairs or small groups (up to
6). Each pair or small group is given a marker.
Each group is situated at a different flip chart page and
asked to write their responses on the sheet in front of
them.
The facilitator calls “snowball” and each group rotates
clockwise. They read what the previous group has
written and add new ideas or different views.
The process continues until each group has rotated to
all pages.
The facilitator leads a debriefing session. You may
have each group summarize the page that they finish at
and suggest possible implications, applications etc.
Make instructions clear at the beginning-- including
purpose of the activity, directions on how and when to
rotate etc.
Can be used for any size group, but logistics and
“crowd control” are important for larger groups
Keep groups moving at a fairly fast pace. Each group
contributes to the list but does not need to produce a
comprehensive list alone
Quickly draws ideas from the group and makes them
“public” so they can be used as a foundation for new
learning, points of discussion etc.
Allows divergent views to emerge
Thanks to Allan Slater from Sheridan College who first demonstrated this strategy.
Focus on Learning 2
16
June 5, 2012.
Cooperative Learning: Strategies and Tools
One Stay, Three Stray
Description…
Notes and application…
Three members of the team rotate to other teams.
Student 1 moves 1 table, student 2 moves 2 tables and
student 3 moves 3 tables.
Student 4 stays behind to present the team’s response
to the visiting classmates.
Three students return and explain what they learned
from the other groups to their team mates.
The procedure can be continued until all have
presented the team response.
This can be modified in several ways—
Carousel—one student stays to share their teams
work while the other three go to the team beside
them and listen to their response. This can be
repeated with each student taking a turn to stay and
share with the visiting teams.
Roving Reporters—while students are working on
projects or activities, one student from each team
may, for a certain amount of time, be a “roving
reporter” moving around the room to collect
information from other teams that may be useful.
Focus on Learning 2
17
June 5, 2012.
Cooperative Learning: Strategies and Tools
Some Resources for Further Exploration…
Additional Resources - books
Developing Learner-Centered Teaching: A Practical Guide for Faculty, 2008.
Phyllis Blumberg, Maryellen Weimer (Forwarded by)
This book presents a model and practical examples of Learner-Centered Teaching. Active
and collaborative learning strategies are situated in a learner-centered paradigm that
supports learner success.
Active Learning: Cooperation in the College Classroom, 2006
David and Roger Johnson and Karl Smith
This book provides a comprehensive view of the use of formal cooperative learning
lessons, informal cooperative learning groups, and cooperative base groups in the college
classroom. Numerous specific lesson structures are included.
Cooperative Learning, Spencer and Miguel Kagan, 2009.
Recently updated, this was one of the first books providing “how to” guidance and tools
for teachers interested in cooperative learning. This book is written for the public school
system but the structures and activities described can be easily adapted for college
learners.
Additional Resources—websites
The Prof’s Resource site at Algonquin has collected several resources on cooperative
learning. You can find it at
http://www.algonquincollege.com/profres/teaching/strategies.htm
Sheridan College has established a Cooperative Learning Network. Their website has
links to several other rich resources for cooperative learning.
http://www-acad.sheridanc.on.ca/scls/coop/cooplrn.htm
The Global Development Research Group has published a website that provides an
excellent overview of collaborative learning.
http://www.gdrc.org/kmgmt/c-learn/index.html
The Great Lakes Association of Cooperation in Education sponsors an annual conference
on cooperative learning. Their website provides information and resources supporting
cooperative learning as “engaging, effective and fun”.
http://www.glacie.ca/
Focus on Learning 2
18
June 5, 2012.