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Principles of Cooperative Learning

California State University, Dominguez Hills
University of Wisconsin, Parkside
Latest update: July 29, 1999
E-mailTakata or Curran.

BASIC ELEMENTS OF COOPERATIVE LEARNING


from David W. Johnson, Roger T. Johnson, Edythe Johnson Holubec.
Cooperation in the Classroom.
Edina, MN: Interaction Book Company, 1991.

Positive Interdependence

Students perceive that they need each other in order to complete the group's task ("sink or swim together"). Teachers may structure positive interdependence by establishing mutual goals (learn and make sure all other group members learn), joint rewards (if all group members achieve above the criteria, each will receive bonus points), shared resources (one paper for each group or each member receives part of the required information), and assigned roles (summarizer, encourager of participation, elaborator).

Face-to-Face Promotive Interaction

Students promote each other's learning by helping, sharing, and encouraging efforts to learn. Students explain, discuss, and teach what they know to classmates. Teachers structure the groups so that students sit knee-to-knee and talk through each aspect of the assignment.

Individual Accountability

Each student's performance is frequently assessed and the results are given to the group and the individual. Teachers may structure individual accountability by giving an individual test to each student or randomly selecting one group member to give the answer.

Interpersonal And Small Group Skills

Groups cannot function effectively if students do not have and use the needed social skills. Teachers teach these skills as purposefully and precisely as academic skills. Collaborative skills include leadership, decision-making, trust-building, communication, and conflict-management skills.

Group Processing

Groups need specific time to discuss how well they are achieving their goals and maintaining effective working relationships among members. Teachers structure group processing by assigning such tasks as (a) list at least three member actions that helped the group be successful and (b) list one action that could be added to make the group even more successful tomorrow. Teachers also monitor the groups and give feedback on how well the groups are working together to the groups and the class as a whole.

From David W. Johnson, Roger T. Johnson, Edythe Johnson Holubec.
COOPERATION IN THE CLASSROOM.
Edina, MN: Interaction Book Company, 1991.