Helen Webb

3/4/11
Cooperative Learning
1. Graffiti
a. Purpose(s)
i. Check for understanding
ii. Evaluate progress toward objectives
iii. To do an informal needs assessment
b. Example: A 4th grade class is beginning a unit on the Civil Rights
Movement. To check for any prior knowledge, the teacher places one of
five questions on a large sheet of paper and tapes them up around the
room. She then has the groups answer a question about one civil rights
activist on each paper. Based on this information, the teacher can figure
out which leaders students may already have a strong base of knowledge
about, and what leaders they have not studied or heard about in previous
classes.
2. Jigsaw
a. Purpose(s)
i. To allow students to learn by teaching
ii. To allow students to learn from their peers
b. Example: A 6th grade science class is learning about the brain. Students are
divided into expert groups to explore one lobe or area of the brain, where
it is located, why it is important, its main functions etc. The expert groups
decide what information is most important for their peers to know about
that particular area of the brain. By the end of the activity, all students
should have some basic knowledge about each part of the brain.
3. Academic Controversy
a. Purpose(s)
i. Explain how controversies can promote learning, productivity, and
positive relationships
ii. Teach students how to discuss controversial topics.
b. Example: A social studies class could use this model to explore a current
event issue such as the mosque near ground zero. They would examine
both religious freedom issues as well as reasons that some Americans
viewed this event as a terrorist threat. Students would then be more aware
of such issues that they may be hearing or seeing on the news and become
informed on both sides of the issue before drawing their own conclusions.
4. STAD
a. Purpose(s) Group study of specific facts
b. Example Students learn to study and make sure everyone knows and
understands the material at the end of a unit on the Industrial Revolution.
They use information presented by the teacher as well as any additional
information they find in provided resources to test each other and make

sure that everyone in the group thoroughly understands the key events and
why they are significant.
An Initial Study of the Effects of Cooperative Learning on Reading
Comprehension, Vocabulary Acquisition, and Motivation to Read
This study investigated the effects of the Jigsaw II cooperative learning (CL) model and
whole class instruction in improving learners' reading comprehension, vocabulary
acquisition, and motivation to read. Forty-four grade five English as a foreign language
learners participated in the study, and a posttest-only control group experimental design
was employed. The results did not indicate any statistically significant differences
between the control and experimental group on the dependent variables of reading
comprehension and vocabulary acquisition. However, the results revealed statistically
significant differences in favor of the experimental group on the dependent variable of
motivation to read and its dimensions, the value of reading, and reading self-concept.
The pedagogical implications of the findings and suggestions for further research are
discussed. The following are appended: (1) A Sample Lesson Plan for the Control Group;
and (2) A Sample Jigsaw II Lesson Plan for the Experimental Group. (Contains 2 tables.)
Shaaban K. (2006). An initial study of the effects of cooperative learning on
/////reading comprehension, vocabulary acquisition, and motivation to read.
/////Reading Psychology , 27(5) 377-403
Websites:
http://edtech.kennesaw.edu/intech/cooperativelearning.htm
This website gives a brief description of the elements of cooperative learning, as well as
some of the different models.
http://serc.carleton.edu/introgeo/cooperative/
This website defines cooperative learning gives some techniques and suggestions for use
in the classroom and gives testimonials and video of examples of successful strategies.
http://www.co-operation.org/?page_id=65 This site talks about formal and informal
cooperative learning.
http://www.ericdigests.org/pre-9211/cooperative.htm
This website talks about when and why to use cooperative learning specifically for
elementary school students.
http://www.learner.org/workshops/socialstudies/pdf/session6/6.CooperativeLearning.pdf
This article details the essential elements of cooperative learning.