A. What is it?

It is sometimes called small-group learning.

It is an instructional strategy in which small
group of students work together on a
common task. The task can be a simple as
solving a multi-step math problem together,
or as complex as developing a design for a
new kind of school. In some cases, each group
member is individually accountable for part of
the task, in other cases, group members work
together without formal role assignments.

B. Five elements that allow successful small

group learning (David Johnson and Roger
Johnson 1999)
1. Positive Interdependence
Students feel responsible for their own groups
effort.
2. Face to face interaction
Students encourage and support one another,
the environment encourages discussion and eye
contact.
3. Individual and group accountability
Each student is responsible for doing their part,
the group is accountable for meeting its goal.

4. Group Behaviors
Group members gain direct instruction in the
interpersonal, social and collaborative skills
needed to work with others occur.
5. Group Processing
Group members analyze their own and the
groups ability to work together.

C. Why is it
important?
1.
2.
3.
4.

Managing noise levels

Resolving conflicts
Assessing students learning
Lead to a gain as high as 28 Percentiles in measured
students achievement.
5. Results in higher and individual achievement
6. Healthier relationships with peers

7. More meta cognition

8. Greater psychological health and self-esteem
(Johnson and Johnson 1989)
o Encourage achievement
o Student discussion
o Active learning
o Student confidence
9. Motivation
10. Develop interpersonal skills and gives the
authentic experiences that will help them be
successful in their future careers.

D. Established Team Norms if designed well can help

create a safe and supportive atmosphere. These are
guidelines or rules governing how group members
agree to work together.
Traditional Classroom
Students complete their own work.
Examples: ( Team Norms)
Treat one another with respect.
Encourage new ideas and value the
consideration of all suggestions.
Justify our opinion to the teacher
Make decisions as a team
Maintain patience/ acceptance and
understanding
Always cooperate

Cooperative Classroom
Students work with others to complete
tasks.

E. Preparation
Establish groups using a variety of criteria such
as social skills, academic skills, students
interests and instructional objectives.
Example:
Our academic and collaborative objectives:
students will present their opinion of a
candidate supported with facts. students will
work cooperatively in groups

F. Instruction
Students should understand the objectives;
instructional tasks and criteria for success.
Monitor groups
Reinforce collaborative behaviors
Conduct observations
Assess social skills
Interview students

G. Assessment
1. PAPET achievement Test

o Measures of actual students performances or group products.

2. Develops a way to assess both individual and group accountability
3. Discuss interpersonal skills that influence their effectiveness in working
together.
4. Schedule a time for students to explain to the class how they
completed a task to solve a problem (as different groups may develop
different solutions).
Explaining the groups process is an important skill for students to
develop. The whole class develops from the range of ideas from each
group.
If group grade is hard: let a student complete an individual task after
the cooperative learning action such as writing a reflection piece about
what they learned and how their group worked to complete the task.
Another- each to make a final draft of a report that the group has
started.

H. Student Role
1. Organizer- provides the group with the overall process
structure.
2. Recorder- writes down important information (e.g.
directions/ group work)
3. Checker- makes sure that all team members understand
the concepts and the teams conclusions.
4. Questioner- generates questions and involves all students.
5. Assessor- evaluates the progress of each work session.
6. Encourager- models and reinforce appropriate social skills
7. Summarizer- restates the teams conclusions or answers.

8.
9.
10.

11.
12.

Spokesperson- represents the group and presents

group work to rest of the class.
Timekeeper- keeps group on task and on time.
Team facilitator- moderates discussions, keeps the
team on schedule, ensures that work is completed
by all, and makes sure that all have the opportunity
to participate and learn.
Elaborator-Relates the discussion with prior
concepts and knowledge.
Research runner- gets needed materials and is the
liason between teams and between their team and
the instructor.

I. When to use it?

1. Reading / English
Partner reading- silently reads
-Take turns in reading aloud
Gather groups- summarizes what
books or chapters they read.
-Can also sell the book they
are reading.

2. Writing (to brainstorms topics)

Pre-write
Peer review conferences
how to make a model or drawing
Exchange
Collaborate to make the model or drawing
Have students read texts and use a double-entry
journey to list critical points and their responses.
Exchange their double entry journal and create a
summary of the assigned readings with a partner.

Math
Practice problem solving strategies
Use manipulative to act out a problem
Students can explain their thinking to a partner.

Social Studies
Use jigsaw to review concepts and prepare for a test.
Have students list important concepts/skills enough to be on the
test.
In expert groups have them write review questions.
Return to jigsaw groups to ask their two or three best questions
giving others in the group a chance to answer.
Science
Create and discuss hypotheses before completing experiments.
Students can combine their prior knowledge about a topic and
collaborate to make an educated guess.

J. Sample Cooperative
Learning Strategies
1. PAIRS CHECK- Form teams of even numbers;
(2, 4, 6).
Give task to each pair; one solves, the other
coaches, vice versa. Share each pairs solution
to the team. The team reports to the class.

2. ROUND TABLE- Form teams of 4or 6 members.

Present a problem, the solution of which can be
contributed by each teammate.
Ex. Write a team composition
Each member contributes a line/sentence.
The pen and the paper is passed to the next
member for the next sentence.
It is rotated to all members until everybody
has contributed a part.
The team edits the composition from a
criterion.
The team shares/presents the finished
product to the class.

3. INSIDE-OUTSIDE- Form 2 pairs of teams; one

in the inner circle, the other, outside.
Inner circle team faces outer circle team. The
teacher raises a question. The inner-outer pair
solves it; shares solution to the class. Inner
circle moves clockwise to get another pair.
Teacher raises another question. (The cycle is
repeated)

4. COOP-COOP- Form teams to produce a

product to share to the class. Each student
gives a particular contribution to the team.
The team discusses the appropriateness of
each contribution. The team reports to the
class.

5. TEAM WORD WEBBING- Form teams

The teacher gives a concept/vocabulary. The
team mates each contributes a term related to
or similar to the concept by showing
connections or bridges to show relationships.

6. COLOR-CODED COOP CARDS- Concepts are

color-coded in flash cards or charts. The
teacher gives/distributes examples of the
concepts to the teams. Each team discusses
the members example as to where or what
color code to match. Each member takes turns
to match his example to the color-cards. The
team that finishes first without errors wins the
game.

7. NUMBERED HEADS TOGETHER- Form teams

and assign numbers to each member
consecutively. Teacher asks a question. Teams
put their heads together to give the answer. A
numbered head to respond first gets the
point. Correct responses are tallied by teams
to choose the winning team.

8. PARTNERS- Students form dyads/pairs to

create a thing or master a content. They
may consult with partners of other teams.
They share their solution/product to other
pairs in their team.

9. CHARADE- One team prepares a mime. The

other teams try to guess what it is

10. Jigsaw 1- A big topic is subdivided into

subtopics. Each member in a team is assigned
to a subtopic to master. They share each
others insights and learnings to the team.
They consolidate their team topics and report
to the class.

11. TEAM EFFECTIVENESS DESIGN (TED)- Teacher

prepares a 10 or 15- item test about a content.
She conducts the test individually. The team
answers the test item-by- item as they share and
discuss their individual responses (not to change
their individual answers). The teacher gives the
key and the students check their individual and
team responses. The class processes the results.
Which team discussed the items thoroughly with
highest team score? The lowest? Why has the
highest individual scorer not increased the team
score? Why are team responses higher/lower
than individual responses?

12. TEAM MEMBER TEACHING DESIGN (TMTD)The whole content is subdivided into parts.
Each team member is given a part to be
accomplished according to the objective of
the lesson. The team members discuss/share
their finding to the teammates. The teacher
prepares a 10 or 15-item test and conducts it
to the class. The team members answer the
test as a team. The teacher gives the key and
the members check their individual and team
responses. The class processes the results.
(Same as TED).

13. PERFORMANCE JUDGING DESIGN- the

teacher lectures on how to prepare a criteria
for a project, product, or performance. She
distributes different topics to the teams and
the product/project to accomplish. The team
discusses on the topic assigned to them, share
ideas on what product/ project to make. Each
team shows to the class their finished product
and compares it to the criteria they prepared.

14. JIGSAW II- The students form teams. This is

called MOTHER TEAM. The teacher assigns
specific/ tasks or subtasks to each member of the
team to master this assignment for expertise. The
individual members from different teams with
similar tasks break out to form EXPERT TEAMS.
EXPERT TEAM members discuss their
assignments, compare notes and master their
topic very well as experts. EXPERT MEMBERS
return to their MOTHER TEAMS and take turns
teaching their teammates about their respective
responsibility. The teacher gives individual quiz.

15. TEAM-ASSISTED INDIVIDUALIZATION (TAI)Individual students are given materials based

on their levels (placement, capabilities).
Example: A specified amount of content to
work through (pages, problems, questions to
answer) at her/his own pace. Assign each
student to a team representing all ability
levels. Have each individual work checked by
their teammates.

16. LITTLE TEACHER: ROUND ROBIN

Distribute different topics to compose a whole
unit to the teams. Give the objectives to
accomplish in each topic. Team members
subdivide the topic and work on each assigned
task. Team members discuss their findings in the
team. They consolidate their report to share to
other teams. They assign a LITTLE TEACHER to
lecture or share their findings to other teams. The
LITTLE TEACHERS travel on a ROUND ROBIN from
one team to another sharing work. The teacher
gives a quiz on the whole uni. The team that gets
the greatest sum of correct responses is given a
reward.

17. STUDENT TEAMS- ACHIEVEMENT DIVISION (STAD)- Form

teams 4 or 6 members. Present a new material via lecture
or discussion, or a pop sheet. Provide work sheets of the
problem for the students to review (vocabulary word,
questions or guidelines) for students to recall the main
points of the lecture or discussion. Team members study
the worksheet, quizzing each other, discussing the
worksheet content and clarifying difficult or confusing
questions or problems. One team member answers
All the questions or problems of the worksheet, and also
checks on the written or oral responses or the others. The
teacher gives them individualized quiz or individualized
assignments. Score the quiz immediately and form
individual scores into team scores. Determine the
contribution of individual scores into team scores ) Show
individual improvement scores based on past
performances.

18.TEAM GAMES TOURNAMENT (TGT) -Form

teams of 4 or 6 members. Present a new material
on a lecture, discussion, pop sheet. Provide
worksheets of the problems for the students to
recall the main points from the materials. Prepare
10-item tests or questions by teams from the
content. Students play games or tournaments
using their set of questions. They compete
against one another until one team emerges the
winner. Team points may be based on the
number of questions answered correctly and
accumulated over 3 or 4 tournaments.