COOPERATIVE LEARNING STRATEGIES
Angela Streeter, University of Iowa School Psychology Program
Fall, 1999
Defining Characteristics of
Cooperative Learning (CL):
A broad range of instructional methods
in which students work
together to learn academic content.
Students are divided into heterogeneous
groups of 4-6
members
Groups work toward a common goal
Success of groups must depend on
individual learning of all
group members, not on a single group
project
Instructional strategies are structured
and systematic
Can be used at any grade level and for
most subjects
New Emphasis of CL Strategies:
Facilitating mainstreaming and inclusion
of children with special learning needs
into general classrooms
Enhancing racial relations within schools
Accommodating an increasing range of
diversity in the classroom
Improving student discipline in a
proactive and positive manner
Components of Effective
CL Methods:
! Time for preparation and practice- the
results are not automatic
! Clear set of specific student learning
outcome objectives/goals
! Collective acceptance of student
outcome objectives (groups must be
working toward a common goal)
! Positive interdependence (dual
responsibilities for each member- sink
or swim together notion)
! Individual accountability/ personal
responsibility
! Positive social interaction, behaviors,
and attitudes (interpersonal and small
group skills- includes communication
and social skills, trust, acceptance, and
conflict resolution skills)
! Face-to-face interaction (eye-to-eye,
knee-to-knee)
! Monitoring for rich interaction
(discussion, delivering instructions,
! exchanging information and ideas,
questioning, and giving feedback)
! Equal opportunities for success (each
students accomplishments are based
on comparison to his/her previous
performance)
! Recognition and group rewards for
academic success
! Post-group reflection (debriefing)/ Group
processing (includes group- and self-
evaluations) emphasis on group
behaviors
! Sufficient time for learning
Types of Cooperative Procedures:
1. Formal Cooperative Learning
*students work together for one class
period to several weeks to achieve
shared learning goals and complete
specific tasks
2. Informal Cooperative Learning
*students work together to achieve a
joint learning goal in temporary ad-hoc
groups that last from a few minutes to
one full class period
*e.g., 4-minute pair discussions which
take place in between segments of a
lecture
3. Cooperative Base Groups
*long-term CL groups with stable
membership whose primary
responsibilities are to help students
provide each other with support,
encouragement, and assistance in
completing assignments and hold each
other accountable for striving to learn
*groups are heterogeneous, meet
regularly (daily or weekly), and last for
the duration of the class
(semester/year)
4. Cooperative Learning Scripts
*standard procedures for conducting
generic, repetitive lessons and
managing classroom routines
*examples include checking homework,
preparing for and reviewing tests, drill
reviewing facts and events, writing
reports and essays, doing projects, and
solving problems
 CL Programs in Language Arts
students learn to communicate effectively through the
actual practice of communicative behaviors, attitudes, and abilities

Student Teams-Achievement Divisions (STAD)

Teams-Games-Tournaments (TGT)
Cooperative Integrated Reading and Composition (CIRC)

STAD TGT CIRC

(one of the simplest CL (Identical to STAD except for
methods) determination of mastery of
skills)
Teach: Teach:
Present material in 1-2 lessons Present material in 1-2 lessons
Story-related activities, Direct
Instruction in Reading
Comprehension, & Integrated
Language Arts and Writing
Teacher presentation:
20 min. sessions, groups work
together as teacher rotates
among groups

Team Study: Team Study Team Practice

Students work on worksheets Students work on worksheets Independent Practice
to master material to master material

Test: Tournament: Peer Pre-assessment,

Individual Quizzes Students compete in academic Additional Practice, and Indiv.
games Testing

Team Recognition Team Recognition Team Recognition

Numerous studies have supported the effectiveness of STAD, TGT, and CIRC
Overall, research has shown that CL typically produces higher levels of academic
achievement, improved interpersonal relationships among students, and greater personal
and social development (e.g., increased self-esteem and feelings of self-worth) than either
competitive or individualistic instructional conditions
In regards to academic achievement, the use of CL seems to result in more higher level
reasoning, more frequent generation of new ideas and solutions, and greater transfer of what
is learned within one situation to another

References

Ellis, S.S. & Whalen, S.F. (1990). Cooperative Learning. New York: Scholastic, Inc.
Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1994). The New Circles of Learning: Cooperation
in the Classroom and School. Alexandria: Association for Supervision and Curriculum Development
Slavin, R.E. (1991). Student Team Learning: A Practical Guide to Cooperative Learning- Third
Edition. Washington, D.C.: National Education Association.
Slavin, R.E., & Fashola, O.S. (1998). Show Me the Evidence! Proven and Promising Programs for
Americas Schools. Thousand Oaks: Corwin Press, Inc.
Stahl, R.J. (1995). Cooperative Learning in Language Arts: A Handbook for Teachers. New York:
Addison-Wesley Publishing Company.