Cooperative Work Structures

   Cooperative Learning theory, an offshoot of Constructivism, incorporates the idea that the best learning occurs when students are actively engaged in the learning process and working in collaboration with other students to accomplish a shared goal. While Constructivism focuses on personal experience as the foundation for learning new material, Cooperative Learning utilizes not only the student’s own experience to solidify knowledge, but also uses the experiences of others. Both theories emphasize the importance of interactivity with respect to the design and implementation of lesson plans.

     In cooperative learning, the focus moves from teacher-centered to student-centered education. Instead of sitting in a lecture or reading text, students are given a task or problem and are asked to identify a possible solution on their own and with the help of others. Rather than disseminating information directly, the teacher guides students to the source of the information they may require. In contrast to traditional teaching methods where students are perceived to be empty vessels awaiting the teachers’ knowledge, Cooperative Learning theory recognizes the importance of the student’s existing knowledge and puts that knowledge to work.

STRUCTURES:

Think-pair-share. Give students a question or a problem and have them think quietly of an answer or solution. Have them discuss their response with a student sitting close by, and then have them share with the entire class. A time limit of one or two minutes should be used for the pair exchange. This is a good technique for breaking up a presentation, as well as an assessment of student understanding.

Pairs check. Partners coach each other on a worksheet or text problem and/or check notes for completeness and accuracy. 

Three Step Interview. Students form pairs and one-partner interviews the other on a predetermined topic (What are some of the most significant health issues facing humankind today?) for two or three minutes; partners switch roles. Then pairs combine to form groups of four. Each group member introduces his or her partner, sharing the information from the original interview. This is a great icebreaker activity and also fosters active listening.

Jigsaw. Each member of a "base group" is assigned a minitopic to research. Students then meet in "expert groups" with others assigned the same minitopic to discuss and refine their understanding. Base groups reform, and members teach their minitopics to each other. You can give a brief oral or written quiz to the group, representative, or each member of the team to assess mastery of the material. 

Constructive controversy. Pairs in a group of four are assigned opposing sides of an issue. Each pair researches its assigned position, and the group discusses the issue with the goal of exposing as much information as possible about the subject. Pairs can then switch sides and continue the discussion.

Numbered heads together. Each member of a team of four is assigned a number. Pose a thought question, a problem, and allow a few minutes for discussion with the groups. Call out a number after randomly selecting a numbered card from a deck. The person whose number is called stands and represents the group. Call on selected students who are standing. 

Roundtable/Circle of Knowledge.. Groups of three or more members brainstorm on an assigned topic, with each member taking turns to write down one new idea on a single piece of paper. The process continues until members run out of ideas. When time is up, the group with the most number of independent ideas presents to the class. 

Talking Chips. This is a method to ensure equal participation in discussion groups. Each member receives the same number of chips (or index cards, pencils, pens, etc.). Each time a member wishes to speak, he or she tosses chip into the center of the table. Once individuals have used up their chips, they can no longer speak. The discussion proceeds until all members have exhausted their chips.

Co-op cards. Each partner in a pair prepares a set of flashcards with a question or a

problem on the front and correct answer(s) on the back. One partner quizzes the other until the latter answers all the questions or problems in the set correctly. Then they switch roles and use the other set of flashcards. A great technique to help students memorize information and review.

Send a Problem. Similar to Co-op Cards, each member of a group writes a question or problem on a flashcard. The group reaches consensus on the correct answer(s) or solution and writes it on the back. Each group then passes its cards to another group, which formulates its own answers or solutions and checks them against those written on the back by the sending group. Stacks of cards continue to rotate from group to group until they are returned to the original senders, who then examine and discuss any alternative answers or solutions by other groups.