How can I incorporate cooperative learning into my classroom?
Here
are several cooperative learning strategies that can easily be
incorporated into the mathematics classroom. These strategies range from formal
to informal; however they all encourage a collaborative and cooperative work
environment which helps promote social interactions and meaningful learning.
Student Teams-Achievement Divisions (STAD)
As described by Whicker, Nunnary, and Bol (1997), this approach involves awarding teams points based on the performance of individual group members. This helps to ensure that all members learn and interact with the concepts and strategies being learned. A team’s score is based on its members continued improvement on assessment tasks, and points are given based on the percentage of increase of a student’s grade from one assessment piece to the next. This gives all students the opportunity to contribute a maximum amount of points to their team.
This cooperative learning strategy can easily be integrated into the math classroom on a regular basis using various forms of assessment as the basis for each cooperative task. A teacher can give points to the teams whose group members continued to demonstrate an improvement on pre-assessments, formative assessment tasks, and cumulative learning activities, which can be developed from any area of the mathematics curriculum.
This cooperative learning strategy can easily be integrated into the math classroom on a regular basis using various forms of assessment as the basis for each cooperative task. A teacher can give points to the teams whose group members continued to demonstrate an improvement on pre-assessments, formative assessment tasks, and cumulative learning activities, which can be developed from any area of the mathematics curriculum.
Team Assisted Individualization
As described by Tarim and Akdeniz (2008), this method occurs when a concept or strategy is introduced and taught to the whole class by the teacher over the course of one or two periods. Students are then given a task, in the form of a worksheet or a question set, to complete individually within their groups. After each section of the task is completed, students compare their answers with each other, and then cross-reference with a provided answer key. If all the questions were answered correctly, students could move on to a different task. If any answers were wrong, the student seeks help or clarification from group members, and if necessary, the teacher. When a student has correctly completed a task, they can take a checkout which is a type of quiz containing questions relating to the topic being studied. This is completed individually, and then checked by group members. If 80% of the checkout was completed correctly, the student could complete a final test individually. A score of less than 80% requires teacher assistance to help clear up any misunderstandings about the material, and then another checkout quiz is administered before being allowed to complete the final test.
Student-Team Mastery Learning
This method starts by students working cooperatively in small groups on a task which is contingent on the collaboration of group members. Students are then individually tested in a formative manner to determine strengths and weaknesses in their learning. Supplemental activities are then given to groups based on the formative assessment results, where it is expected that higher-achieving students will help other group members master the given tasks (Mevarech, 1985). This versatile and easy to use approach to learning combines formative assessment tasks with peer tutoring activities which can help solidify mathematical concepts and strategies for students of all abilities, leading to an increase of confidence and efficacy beliefs towards learning.
The following approaches have been described by Naseem and Bano (2011) in the article titled Cooperative Learning: An Instructional Strategy.
The following approaches have been described by Naseem and Bano (2011) in the article titled Cooperative Learning: An Instructional Strategy.
Jigsaw
Usually jigsaw groups are composed of five members. each member is required to learn some unique material which they then teach come back to teach to other group members.
Think-Pair-Share
This approach happens when students think about a question on their own at first, then with a partner, and finally with other pairs or groups.
Team-Pair-Solo
Can be thought of as a reverse of the Think-Pair-Share method. Students are required to solve problems with a team at first, then with just a peer, and lastly on their own. This method is used to build confidence and efficacy as students tackle more difficult material with the help of other group members, helping them progress to a point where they can tackle and understand difficult work on their own.
Numbered Heads Together
This strategy involves groups of four students, and each student is given a number of one, two, three, or four. Questions are given to the group as a whole, and students work together towards the correct answer. The teacher then calls out a number, and all students given that number within the class have to share their group’s answer.
Additional Strategies
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