In Support of Cooperative
Learning
Zack Nichols
Technology Strand 501
Professor Aries Cobb
Cooperative Learning
Students work in small groups or in pairs to actively engage in the learning
process and improve their understanding of the content. Each member of
the team is not only responsible for their own learning, but also for helping
teammates learn. Cooperative learning promotes achievement, enhances
retention, increases desire and motivation, develops interpersonal and
social skills, builds self-esteem, and improves student satisfaction with
their learning experience (Cooperative Learning Strategies, 1)
The Defense
 Includes much reading & internet usage (applicable in higher
education and real world)
 Achievement based  Students + Teachers
 “Professional development is a key factor in providing
teachers with the mechanics that assist in understanding and
applying the technology in differentiated instruction” (To
Differentiate or Not to Differentiate?, 3).
 Teamwork
 Critical thinking
 Creativity
 Helps academic curriculum as well as “Hidden Curriculum” –
life lessons, practices, and good habits (Hidden Curriculum
Contributing to Social Production/Reproduction in a Math
Classroom, 1-2) –definition
Cooperative Play
• Teacher puts material in
middle of table
• Does not tell students what
they are used for
• Teacher asks: what can you
discover about these
materials?
• Students play with
materials then use them in a
lab experiment
• (Cooperative Learning
Strategies, 2)
Creativity
Team work
Critical thinking
All three components of this
game are crucial in this
classroom, as well as life
• Pro-social behavior (Using
Cooperative Learning to
Prepare Minority Students,
Cobb – video).
•
•
•
•
Pairs Check
How to play?
 Teacher poses a question
 Students get into groups
 One student answers
question while others
coach & help the student
 The students switch when
question is answered
 (Cooperative Learning
Strategies, 3)
Why it matters?
 Teamwork
 Students can mentor
peers
 Counter argument:
students get “put on the
spot” – shy students may
fail
 Retort: “Put on the spot”
factor negated through
coaching, helping of other
students
Pop Corn Share
How to play?
• Teacher poses a question
with multiple answers
• Teacher says “popcorn”
• Students voluntarily
stand up to answer
question
• Students still sitting write
down reactions
• Class discusses and solves
questions after
Why it matters?
• Voluntary (no pressure)
• Fun activity – increased
participation
(Cooperative-Experiental
Learning, 2)
• Class goes over wrong
answers and explain why
– altruistic.
Sources
Acar, E. (2012). Hidden Curriculum Contributing to Social Production-Reproduction in a Math
Classroom. International Online Journal Of Educational Sciences, 4(1), 19-30. Retrieve from:
http://proxy.ulib.csuohio.edu:2262/ehost/pdfviewer/pdfviewer?sid=a46ceaab-e669-4848-ae64cd312b4b29b2%40sessionmgr113&vid=18&hid=119
Camp, K. M., Avery, S., & Lirely, R. (2012). Cooperative-experiential learning: using studentdeveloped games to increase knowledge retention. Journal Of Instructional Pedagogies, 91-10.
Retrieve from: http://proxy.ulib.csuohio.edu:2262/ehost/pdfviewer/pdfviewer?sid=b7016ae3-da0a483c-8afa-4389b17ed37e%40sessionmgr114&vid=4&hid=119
Cobb, A. (2010). TO DIFFERENTIATE OR NOT TO DIFFERENTIATE? Using Internet-Based
Technology in the Classroom. (Undetermined). Quarterly Review Of Distance Education, 11(1), 37-59.
Retrieve from: http://mariaesposito.org/disseration%20docs/Differentiation/Aries%20Cobb.pdf
Cobb, A. (2010, Dec 10) Using Cooperative Learning to Prepare Minority Students for Success (video
file) retrieve from:
https://sites.google.com/site/drariescobb/home/announcements/nokialumia800featuresandprice
Cooperative Learning Stategies (course document) retrieve from: https://bbcsuohio.blackboard.com/webapps/blackboard/execute/content/file?cmd=view&content_id=_457417
_1&course_id=_19519_1