How to Use Cooperative Learning

Cooperative learning exercises can be as simple as a five minute in class exercise or as

complex as a project which crosses class periods. These can be described more
generally in terms of low, medium, and high faculty/student time investment.

Low (simple, informal, less than 15 minutes, in-class)

Medium (one to two meeting sessions, more formal, in or out of class)

High (complex, formal, across multiple class periods, in and out of class)

Cooperative learning can be used across a wide range of classroom settings ranging
from small to large lecture, as well as in online classes.

Recitation and laboratory sections

Small enrollment classes

Large enrollment classes (by using personal response devices, Smith et al,
2009)

Online classes (Roberts, 2004)

No matter what the setting is, properly designing and implementing cooperative
learning involves five key steps. Following these steps is critical to ensuring that the
five key elements that differentiate cooperative learning from simply putting students
into groups are met. (Johnson et al., 2006, 2:30-31.)
1. Pre-Instructional Planning
Prior planning helps to establish the specific cooperative learning technique
to be used and lays the foundation for effective group work. Plan out how
groups will be formed and structure how the members will interact with each
other.
2. Introduce the Activity to the Students
Students need to get their "marching orders." Explain the academic task to
them and what the criteria are for success. Then structure the cooperative
aspects of their work with special attention to the components of positive
interdependence and individual accountability. Set up time limits and allow
for clarifying questions.

3. Monitor and Intervene

This is where you let the groups run while you circulate through the room to
collect observation data, see whether they understand the assignment, give
immediate feedback and praise for working together. If a group is having
problems, you can intervene to help them get on the right track.
4. Assessment
Some informal assessment is already done while you are monitoring the
groups during the exercise. However, once the group finishes their project,
work should be assessed by both instructor and group.
5. Process
Group processing involves asking the groups to rate their own performance
and set goals for themselves to improve their cooperative work.