learning is fun,positive dependence, teacher-facilitator of knoewledge/motivator.

6. Elements of cooperative learning
1. Positive Interdependence :–
The task must be structured so that
members of the group sink or swim together;
one member cannot succeed at the expense
of others.

7. 2. Face to Face Interaction :
• This exists when students
assist and support one another’s
efforts to learn.
• This occurs as students actively
teach one another to solve
problems and understand
concepts.

8. 3. Individual Accountability :
This prevents a member from getting
a free ride on the work of others and
prevents low quality of work being
accepted from an individual by peers in
the group.
4. Social Skills :
Groups improve as members learn to
contribute positively, acquire trust and
manage conflict. These skills are not
innate; they must be learned by the
teacher and taught to the students..

9. 5. Group Processing :
Processing time is usually the most
neglected aspect of classroom teaching.
• Processing is essential to insure
understanding.
• Talented students often have learned to do
this effectively on their own; average
students can be taught to be more effective.

10. CO-OPERATIVE LEARNING
TECHNIQUES
(A)Discussion:
"A good give-and-take discussion can
produce unmatched learning
experiences as students articulate
their ideas, respond to their
classmates' points, and develop skills
in evaluating the evidence of their
own and others' positions."

11. 1. Think-pair-share
steps:
Think: Students think independently about the
question that has been posed, forming ideas of
their own.
Pair: Students are grouped in pairs to discuss their
thoughts. students discuss their ideas and consider
those of others.
Share: Student pairs share their ideas with a larger
group.sometime with the whole class
Example:expansion,equations

12. 2. Three step interview
• Members of a group choose one
partner from the group.
• The individual interview their
partners by asking questions.
•They reverse roles and share their
responses with the rest of the group.
•Example:ratio proportion

13. 3) 3 Minutes review-:
The instructor gives the teams 3 minutes to
review/clarify what has been said.
Example-
Arcs of the circle

14. 4) Numbered Heads:-
• Group members are assigned a number,
• The group discusses as one,
• The instructor calls one number,
• The person with that number answers
for the group.
Example:indices,area,volume of different geimetrical figures .

15. 5)Team-pair-solo-:
• Students do the problem(s)
first as a team,
• then in a pair,
•solo.
•examples:circle,indices.

16. 6)Circle the sage:
•The instructor polls the students looking for
special knowledge on a certain topic.
•Those with the knowledge spread out around
the room. (They are the sages.)
• The other students
(no two from the same team) circle the sage,
take notes on the information they are
presenting,
and question them.
•-Then, the group reforms and each explains
what they have learned.
If there is a disagreement, it is aired as a group
with the whole class, and it is resolved there.
•Examples:ratio and proportion,graphs .

17. 7)Send-a-problem-:
• All groups generate solutions to problems.
•The problem is clipped to the outside of a
folder, and all solutions from that group are
written down and placed inside the folder.
• The folder is passed to a different group who
reads the problem but not the solutions.
•They write their solutions and put them inside
the folder.
• A third group selects the two best solutions
and amends them as necessary.
• Examples: problems based on trigonometry.

18. 8)Structured problem
solving-:
• Groups are given a problem
to solve within a specified time.
• All members must agree.
•All must be able to explain the
solution.
•Examples :Commission,variations
,statistics.

19. (B) Reciprocal teaching:
explaining, providing feedback, understanding alternative
perspectives1)Jigsaw:
• For more complex problems, this
structure provides students the opportunity
to develop expertise in one of many
components of a problem .
•first participating in a group solely focused
on a single component.

20. • In the second stage of the
exercise,
groups are reformed with a
representative
from each expert group who
together now have sufficient
expertise to tackle the whole
problem.
• Eg: Types of
triangles,circle,laws of indices.

21. 2)Peer editing:
•peer editing pairs up students at the idea
generation stage ,
•peers provide feedback throughout the process.
For example,
•each student in the pair describes their topic ,ideas and
outlines the structure of their work while their partner
asks questions, and develops an outline based on what is
described.
•Examples: quadrilateral, Area and Volume.

22. • Reinforces listening to others and gives opportunity
for immediate feedback and adjustment of thought.
• Provides opportunities for higher order thinking
as opposed to Passive listening.
MERITS

23. •Students talking together provide for input
and listening.
• Students often have to assess the
thoughts/ideas of peers, determine whether
they “fit” their own, whether they disagree,
or partially agree.
• Students have an opportunity to speak their
ideas / thoughts for better formulation. Some
often say, “I didn’t think of that” or “That’s a
different slant.’’

24. • Promotes greater student-faculty and
student-student interaction.
• Students assist each other in understanding
material/content.
•. This may even help students broaden their
perspectives on issues or problems.
• Professors have an opportunity to move from
group to group, listen and if appropriate add
comments.
• Problems or misunderstandings can quickly
and quietly be handled.

25. •promotes trust in others.
• gains friendships across genders,
ethnic and racial boundaries.
• develops respect for diversity

26. Conclusion
• Cooperative learning requires an
extra effort from traditional learning.
• It is well-planned.
• It is a sophisticated instructional strategy.
• Critical thinking skills are encouraged.
• Promotes content learning.