Cooperative Learning Essay

1. Cooperative learning techniques result in academic success and positive self- esteem. This often results in students taking responsibility for creating a real life for themselves. No matter what the size or the classroom setting is, cooperative learning can be used. These elements distinguish a classroom of cooperative learning from traditional method required in appropriate designing and implementing. (Johnson and Johnson & Holubec, 2008). According to Duplass (2006), Farzaneh and Nejadansari, (2014) cooperative learning consists of eight main elements as the follows: i) Teacher Supervision; Teachers play a monitoring role in a group activity to ensure that the students are on the right track. They act as a guidance of the group discussion.

They need to understand that they are connected in a certain way that nobody can achieve alone.

3. Active coordination of efforts and facilitation of each other’s learning is the route to success. (Johnson & Johnson, 1990). This develops group identification and psychological interdependence, leading to personal responsibility for contributing to the group (Deutsch, 1949). When these conditions exist, the free-loading effect vanishes (Johnson and Johnson, 1990)

2.5.2 The Benefits of Cooperative Learning;

Cooperative Learning impacts both teaching as well as learning processes. It has been a teaching method of choice effectively used in teaching mathematics, writing and reading (Slavin, 1990). The benefits have been reported due to using cooperative learning methods:

1. Creates an atmosphere of academic achievement in classroom environments and enhances students’ cognitive development such as a knowledge building, attitude, self-esteem and positive peer relationship. Rojas-Drummond, Hernández, Velez, & Villagran, (1998); Gillies (2003); Gubbad (2010).

2. Promotes exceptional learning of materials, leads to better grades, imparts critical thinking and social skills; personal growth; and positive attitudes toward learning (Shimazoe & Aldrich,

Very specifically it is rooted in three areas: social interdependence (Gillies, 2003) cognitive-development (Johnson & Johnson, 2002; Compos, 2004; Hausfather, 1996), and behavioral learning theories (Bandura, 2002; Riding, & Rayner, 2013; Naylor, Pritchard, & Ilgen, 2013).

Cooperative Learning is coined in the theory of social interdependence, and the study of Koffka, Lewin, and Deutsch had laid its grounds (Johnson & Johnson, 2009). Cognitive learning theory, which claims that learning is constructed by learners and depends on learners’ intrinsic motivation, is another supportive theory. In cooperative classrooms, it is translated as joint construction of knowledge, resource of reinforcement, and role of interdependency. The behavioral theory frames the pattern of group work which is task-oriented, offers reward, and provides extrinsic motivation (Johnson, Johnson, & Smith,