COOPERATIVE LEARNING

Cooperative

marked by a
willingness and
ability to work with
others
the acquisition of knowledge or skills
Learning through experience, study, or by
being taught.
 Cooperative Learning, sometimes called small-group learning, is an
COOPERATIVE instructional strategy in which small groups of students work together
on a common task. The task can be as simple as solving a multi-step
LEARNING
math problem together, or as complex as developing a design for a
STRATEGY new kind of school.
According to David Johnson and Roger Johnson (1999), there are five basic elements that
allow successful small-group learning:

Positive Face-to-face Individual and group Group processing

interaction accountability and bahaviours
interdependence:

Students feel responsible Students encourage and Each student is responsible Group members gain direct instruction
in the interpersonal, social, and
for their own and the support one another; the for doing their part; the
collaborative skills needed to work with
group's effort. environment encourages group is accountable for others occurs.
discussion and eye contact. meeting its goal. Group members analyze their own and
the group's ability to work together.
 Cooperative learning changes students' and teachers' roles in
classrooms. The ownership of teaching and learning is shared
by groups of students, and is no longer the sole responsibility
of the teacher. The authority of setting goals, assessing
learning, and facilitating learning is shared by all. Students
have more opportunities to actively participate in their
learning, question and challenge each other, share and discuss
their ideas, and internalize their learning. Along with improving
academic learning, cooperative learning helps students engage
in thoughtful discourse and examine different perspectives,
and it has been proven to increase students' self-esteem,
motivation, and empathy.
Cooperative learning is a methodology that employs
a variety of learning activities to improve students’
understanding of a subject by using a structured
approach which involves a series of steps, requiring
students to create, analyze and apply concepts
(Kagan, 1990).

Cooperative learning utilizes ideas of Vygotsky,

Piaget, and Kohlberg in that both the individual
and the social setting are active dynamics in the
learning process as students attempt to imitate
real-life learning.
 01 RAISE ACHIEVEMENT OF STUDENTS

BUILD POSITIVE RELATIONSHIP AMONG

02 STUDENTS

DEVELOP BOTH GOOD LEARNING SKILLS

ADVANTAGES OF 03 ANF SOCIAL SKILLS
COOPERATIVE LEARNING

STUDENT LEARN TO BE PATIENCE,

04 LESS CRITICAL AND COMPASSIONATE

ENCOURAGING EXPOSURE TO OTHER STUDENTS

05 VIEWPOINT
 TEA E N T
C
HAV HERS M STUD
WIT E TRO AY GH T AC T
H U BRI ND TO R
OF E ASSES BLE TE R IO
ACH SM E E
STU
DEN
BT SUO
T
DISADVANTES
OF
COOPERATIVE
LEARNING LON
E
SIV E HAR RS FIN
R ES Y D TO D IT
GG TR ANS SHAR
A
E N TS R WER E
T U D O VE S
S A KE
TO T
 EXAMPLE
ACTIVITIES
USED IN
COOPERATIVE
LEARNING
 PURPOSE OF COOPERATIVE HOW TO USE COOPERATIVE LEARNING IN CLASSROOM
LEARNING

The purpose of cooperative

learning groups is to make Using cooperative learning strategies Cooperative learning is an extremely
each member a stronger such as think-pair-share, and the jigsaw useful strategy in that it involves students
individual in his or her right. technique encourages peer teaching and in established, sustained learning groups
Students learn together so brainstorming, as well as the open or teams. The group work is an integral
that they can subsequently exchanging of ideas. In think-pair-share part of, not an adjunct to, the
perform higher as and other variations, you could pose an achievement of the learning goals of the
individuals. open-ended question to the whole class class.
The third essential of which the whole class contemplates on skills, encourages a growth mindset,
component of cooperative silently. Then have individuals pair up to balances interdependence with individual
learning is promotive discuss and exchange thoughts and ideas. accountability, and responds to classroom
interaction, preferably face- The pairs could share their responses diversity.
to-face. with their team, other pairs, or the whole
class.
MODELLING
“Learning would be exceedingly laborious, not to
mention hazardous, if people had to rely solely on the
effects of their own actions to inform them what to
do. Fortunately, most human behavior is learned
observationally through modelling: from observing
others one forms an idea of how new behaviors are
performed, and on later occasions this coded
information serves as a guide for action,”

Albert Bandura 1977

What is Modelling?
Modelling is… an instructional
strategy in which the teacher
demonstrates a new concept or
approach to learning and students
learn by observing and making
learning notes.
 The 4 Different
Types of modelling
Task and performance modelling

Task modelling when the teacher demonstrates a task

students will be expected to do on their own.

This type of modelling would precede activities such

as science experiments, foreign language
communication, physical education tasks, and solving
mathematical equations.
Metacognitive modelling

Metacognitive modelling demonstrates how to

think in lessons that focus on interpreting
information and data, analyzing statements, and
making conclusions about what has been learned.
This type of modelling would be particularly
useful in a math class when teachers go through
multiple steps to solve a problem. This type of
modelling can also be done in reading lesson while
the teacher asks rhetorical questions or makes
comments about how to anticipate what is coming
next in a story.
Modelling as a scaffolding technique

When using modelling as a scaffolding technique,

teachers must consider students’ position in the
learning process.
Teachers first model the task for students, and
then students begin the task and work through
the task at their own pace.
In order to provide a supportive learning
environment for students who have additional
needs or English as an additional language,
teachers will probably need to model the task
multiple times.
Student-centered modelling

Often the most effective type of modelling in

terms of student engagement, teachers ask
students to model a performance, task or a
thought processes.
In student-centered modelling, teachers engage
students who have mastered specific concepts or
learning outcomes in the task of modelling for their
peers.
This type of modelling makes the class less
“teacher-centered,” which, in some cases, provied a
more supportive learning environment for
students.
Modelling checklist

• Modelling processes with pupils involves

establishing clear aims;

• Providing an example;

• Exploring thinking- yours and the pupils;

• Demonstrating the process;

• Working together through the example;

• Providing prompts (or scaffold) as

appropriate;

• Providing an opportunity for pupils to work

themselves (alone or in pairs);

• Drawing out the key learning.

Small Group Instruction
A small group requires a minimum of three people
(because two people would be a pair or dyad), but
the upper range of group size is contingent on the
purpose of the group. 
Small group instruction usually follows whole group
instruction and provides students with a reduced
student-teacher ratio, typically in groups of
two to four students.
 Allowchildren to scaffold information and the teacher to
scaffold instruction that finely tunes the interaction
between the teacher and the child that support the child
in accomplishing a task that he/she could not do without
the teacher’s help.

 Allow the teacher to accommodate the diverse needs of

their students.
 Instructional
conversation are easier to conduct and
support a small group of students. (Goldenberg 1993)
Small group learning be defined as a
group of learners demonstrating three
common characteristics;
• Active participation
• A specific task
• Reflection
These are some benefits of Small
Group Instruction;

Help students develop a sense of

academic rigour and a willingness to share
ideas
Provide opportunities for students to
receive feedback on their learning.
Encourage students towards self-directed and
independent learning.

Help students develop skills in critical thinking, problem-

solving, communication, interpersonal relations,
teamwork, team leadership and lifelong learning skills.
One to one Instruction
One-to-one instruction ensures the students interacts
with the teacher individually, so that each can learn and
understand concepts at their own pace and in their own
way. Each lesson is completely customized for that
individual student.
There are many benefits to enrolling in schools
with one-to-one instruction where one teacher
works with one student exclusively. Some of
these benefits include:

1. High quality interaction where the student

feels that he or she is heard.
2. The teacher is able to gauge the student's
progress and mastery of the subject(s).
3. It gives the students the opportunity to
step up and not rely on others.
4. It avoids overstimulation and eliminates
distractions.
5. Low stress environment
6. If the student is absent, the class will not go on.
7. Ability to personalize conversations and assignments.
8. The instructor is able to adapt to the student's
communication style.
In one-to-one class settings, the students
do not need to decode the messages their
instructor give them. They don't have to
figure out how to communicate back to the
teacher, and can practice or seek greater
clarification when they haven't worded a
responses exactly on target. With one-to-
one instruction, communication and sharing
of ideas are aligned with the student first.
 COLLABORATIVE
AND
INDEPENDENT LEARNING
COLLABORATIVE LEARNING

It involves groups of students working together to solve a problem,

complete a task, or create a product. 

It can create a student-centered situation in which the learners will

feel more relaxed and ready to learn.

Development of higher-level thinking, oral communication, self-

management, and leadership skills.

Increase in student retention, self-esteem, and responsibility

WAYS TO USE COLLABORATIVE
LEARNING IN TEACHING ART

Group Skill-building Activities

Public Art

Games and Challenges

Reflection Activities
 GROUP SKILL-BUILDING
Introduce the ACTIVITIES
skill to be
learned by
demonstrating

Working through a skill-building

exercise with peers will allow
students to talk through concepts,
practice vocabulary, and have rich
conversations, all leading to better
Have Circulate to and deeper retention of concepts
students provide
present feedback
 PUBLIC ART

Public art projects are fun for students and help showcase the
amazing work we do to the community. Murals are a
common form of public art, but less permanent materials like
chalk, sticky notes, tape or even baby powder are great too.
 GAMES AND
CHALLENGES

• Games set a tone of teamwork and inquiry. The best sort

of learning is disguised as fun.
• It is a great way to introduce concepts in an engaging way.
 REFLECTION
ACTIVITIES

• Reflection is an important
THIN SHAR part of the learning
PAIR
K E experience and of teacher
evaluation rubrics
• Quick collaborative
activities to share
observations about
learning are a great
solution.
 INDEPENDENT LEARNING

It is a method or learning process where learners have

ownership and control of their learning – they learn by
their own actions and direct, regulate, and assess their
own learning.

It is a self-guided process to expand knowledge and

skills.
WHY INDEPENDENT LEARNING IS IMPORTANT?

It develops creativity and intellectual

curiosity.

It is about pupils being active rather than

passive.

It is about them working out the answers

rather than being told them.

It is about them wanting to study because

they want to understand more.
 improved academic Increased motivation and
performance confidence

Benefits of
Independent
Learning
greater student enabling teachers to
awareness of their provide differentiated
limitations and their tasks for students
ability to manage them
 Expose students to examples of excellence

Expand vocabulary to support reflection and

WAYS ON HOW analysis.
STUDENTS CAN
BE AN
Practice hiving feedback with peer critique.
INDEPENDENT
LEARNERS
Apply skills to self assessment.

INDEPENDENT LEARNING IN TEACHING ARTS

BRAINSTORMING
• It is a method design teams use to generate ideas to
solve clearly defined design problems.

• Brainstorming combines a relaxed, informal approach

to problem solving with lateral thinking. It encourages
people to come up with thoughts and ideas that can, at
first, seem a bit crazy. Some of these ideas can be crafted
into original, creative solutions to a problem, while
others can spark even more ideas. 
2 Types f Brainstorming:
 Individual Brainstorming
 Group Brainstorming

Groups can examine a single idea in greater and expand on

It is generally most effective

that idea. The diversity of experience of the members sparks a
wider variety of ideas. Further, there is social value in group

in simple problem solving.

brainstorming.  Members feel greater camaraderie and are
more likely to settle on a best idea because they feel as if they
have contributed to the process.  
CONFERENCI
NG
Conferencing
Conferencing is an instructional strategy that
utilized to get to know more the students. It was
able to connect with them personally, informally
assess their thinking, teach and give feedback.
When teachers are conferencing, they are:
• talking to students about their thinking – “How is it going?
Tell me about what you are thinking here….”
• gathering evidence of learning in order to adjust the lesson
for future lessons.
• taking the opportunity to do some mini – lessons with
students.
• sharing their own thinking with students.
• trying to move students forward with learning by teaching
and/or giving feedback.
Pre-conference
• The role of preconference is to frame the lesson for the
teacher and coach. It is a time to clarify the lesson and
the key concepts of arts that will be taught in it. It
provides an opportunity for the teacher to explain the
main goal and the big arts idea. It provides the coach
with insights to the teachers’ depth knowledge of
subject-matter. It can also provide time for discussion
on effective strategies to deliver instruction.
Post-conference
• The post-conference is the time most important time in
the coaching sessions. The class session is mostly a
data collection experience for the coach. During the
post-conference, the coach shares information,
provides feedback, encourages the teacher to reflect on
the lesson in order to build the teachers’ capacity. The
post-conference is also an excellent opportunity to
examine students thinking and work.
Jigsaw
What is Jigsaw ?
Jigsaw is a cooperative learning
strategy that enables each student
of a "home" group to specialize in
one aspect of a topic.
 Students meet with members from
other groups who are assigned the
same aspect, and after mastering the
material, return to the "home" group
and teach the material to their group
members.
Why use jigsaw?
• It helps build comprehension.
• It encourages cooperative learning among
students.
• It helps improve listening, communication,
and problem-solving skills.
 Jigsaw is a grouping strategy in which the
members of the class are organized into
groups then rearranged in new groups to
share their learning. This is an excellent
method for improving students' teamwork
and communication skills.
 Differentiated instruction
• Give students experience with small group
learning skills before participating in the
jigsaw strategy.
• Have students fill out a graphic organizer
in the "home group" to gather all the
information presented by each "expert."
• "Home groups" can present results to the
entire class, or they may participate in
some assessment activity.
• Circulate to ensure that groups are on task
and managing their work well; ask groups to
stop and think about how they are checking
for everyone's understanding and ensuring
that everyone's voice is heard; and
• Monitor the comprehension of the group
members by asking questions and rephrasing
information until it is clear that all group
members understand the points.
 How to use Jigsaw
1. Introduce the strategy and the topic to be
studied.
2. Assign each student to a "home group" of 3-5
students who reflect a range of reading abilities.
3. Determine a set of reading selections and assign
one selection to each student.
4. Create "expert groups" that consist
of students across "home groups"
who will read the same selection.
5. Give all students a framework for managing their time
on the various parts of the jigsaw task.
6. Provide key questions to help the "expert groups"
gather information in their particular area.
7. Provide materials and resources necessary for all
students to learn about their topics and become
"experts."
Note: It is important that the reading material assigned
is at appropriate instructional levels (90– 95% reading
accuracy).
8. Discuss the rules for reconvening into "home
groups" and provide guidelines as each "expert"
reports the information learned.
9. Prepare a summary chart or graphic organizer
for each "home group" as a guide for organizing
the experts' information report.
10. Remind students that "home group"
members are responsible to learn all content
from one another.
 TIPS FOR IMPLEMENTATION

Compared with traditional teaching methods,

The jigsaw classroom has several advantages:
Most teachers find jigsaw easy to learn
• Most teachers enjoy working with it
• It can be used with other teaching strategies
• It works even if only used for an hour per day
• It is free for the taking
 ABOUT ELLIOT ARONSON
Elliot Aronson is currently Professor Emeritus at
the University of California in Santa Cruz. He has
long-standing research interests in social influence
and attitude change, cognitive dissonance,
research methodology, and interpersonal
attraction. Professor Aronson's experiments are
aimed both at testing theory and at improving the
human condition by influencing people to change
dysfunctional attitudes and behaviors.
 HISTORY OF THE JIGSAW
The jigsaw classroom was first used in 1971 in
Austin, Texas. My graduate students and I had
invented the jigsaw strategy that year, as a matter of
absolute necessity to help defuse an explosive
situation. The city's schools had recently been
desegregated, and because Austin had always been
racially segregated, white youngsters, African-
American youngsters, and Hispanic youngsters found
themselves in the same classrooms for the first time.
 Within a few weeks, long-standing suspicion, fear,
and distrust between groups produced an
atmosphere of turmoil and hostility. Fist-fights
erupted in corridors and schoolyards across the city.
The school superintendent called me in to see if we
could do anything to help students get along with
one another. After observing what was going on in
classrooms for a few days, my students and I
concluded that inter-group hostility was being fueled
by the competitive environment of the classroom.”
 The Jigsaw Method Teaching
Strategy
The “Jigsaw Method” is a teaching strategy
of organizing student group work that helps
students collaborate and rely on one
another. This teaching strategy is effective
for accomplishing multiple tasks at once and
for giving students a greater sense of
individual responsibility.
 Advantages of the Jigsaw
Method
The jigsaw method allows the teacher to
break students into groups and assignments
into smaller pieces, all for accomplishing tasks
with more detail and collaboration. When
working independently, students are
accountable strictly to themselves. The jigsaw
method gives students a sense of ownership
and belonging – feelings hard to experience
when working alone.
Graphic or Visual
Organizers
 Graphic
Organizer

A graphic organizer is a teaching and learning tool that is used

to organize information and ideas in a way that is easy to
comprehend and internalize. By integrating text and visuals,
graphic organizers show relationships and connections
between concepts, terms, and facts. 
 The use of visual supports is an especially powerful teaching strategy.
Graphic organizers, often also referred to as key visuals, allow students
to understand and represent relationships visually .
 Graphic organizers can be used to record, organize, compare, analyze,
and synthesize information and ideas.
 They can assist students in accessing prior knowledge and connecting it
to new concepts learned as well as consolidating their understanding.
 Why Use Graphic Organizers in The Classroom?

Using graphic organizers can be extremely

helpful for both students and teachers. It
simplifies the teaching and the learning process
while making it more enjoyable and interactive for
everyone.
Examples Of Common
Graphic Organizers
Timeline
Cycle Diagram
T- chart
Venn Diagram
Story Map
Flow Chart
Web
 Teaching With Graphic Organizers

Graphic organizers have dual functions. They are effective as both a teaching
and learning tool. As an instructional strategy it helps teachers:
 Introduce a topic
 Activate prior knowledge and link it with new information
 Organize content to be presented and a visually summarize the lesson once
taught
 Assess student comprehension, identify and address any questions or
clarifications needed
• The use of a graphic organizer is extremely helpful
when carried out initially as a class or group
brainstorming activity.
• The graphic organizer provides a way of collecting
and visually presenting information about a topic
that will make it more comprehensible for
students.
• When using different graphic organizers, teachers
should point out and model for students the
usefulness of particular graphic organizers.
• For example, the T-chart provides an ideal
framework for visually representing comparison
and contrast, while the flow chart is well suited to
illustrating cause-and-effect relationships.
• Graphic organizers are an essential tool for teachers to use in the
classroom especially for reading, writing, and understanding
concepts. Kids love being able to visualize new materials.
• The topic organizers (ranging from 3-8 topics) can be used for
brainstorming and organizing everything from creative writing, to
essays, to character development for stories.
• Pyramid charts and tree diagrams are best for demonstrating
hierarchical relationships or for breaking down topics into their less
important component parts.
 FOCUSED
EXPLORATION
 Focused Exploration
• This is a method of instruction in which students use the
materials and equipment available in the classroom in
ways of their choosing.
• The teacher observes and listens while students are
exploring, and provides guidance as needed, using
information gathered from assessment.
• For example, the teacher may pose a question, prompt
deeper thinking, or introduce new vocabulary.
Characteristics of process-focused art
experiences

 There are no step-by-step instructions

  There is no sample for children to follow
  There is no right or wrong way to explore and create
  The art is focused on the experience and on exploration of techniques, tools, and
materials
  The art is unique and original
  The experience is relaxing or calming
  The art is entirely the children’s own
  The art experience is a child’s choice
  Ideas are not readily available online
Tips for leading process-focused art
1. Approach art like open-ended play—for example, provide a variety of
materials and see what happens as the child leads the art experience
2. Make art a joyful experience. Let children use more paint, more colors,
and make more and more artwork
3. Provide plenty of time for children to carry out their plans and explorations
4. Let children come and go from their art at will
5. Notice and comment on what you see: Look at all the yellow dots you
painted
6. Say YES to children’s ideas
Tips for leading process-focused art

7. Offer new and interesting materials

8. Play music in the background
9. Take art materials outside in the natural light
10. Let the children choose whether their art goes home
or stays in the classroom
11. Remember that it’s the children’s art, not yours