Cooperative Learning: A Teacher's Guide
Explore effective cooperative learning strategies for teachers. Enhance student collaboration, boost academic outcomes, and foster essential social skills.
What Are the Core Principles of Cooperative Learning?
Slavin (1990) and Johnson & Johnson (2009) found learners depend on each other in group work. Teachers assign roles and shared activities. This builds teamwork, responsibility, and social skills (Gillies, 2016). Group work improves learning and relationships (Barkley, Cross, & Major, 2014).
Johnson and Johnson (2009) say cooperative learning needs interdependence and accountability. Learners develop social skills as they interact in groups. Group processing allows learners to reflect on their teamwork approach. Johnson and Johnson (2009) believe this builds better teamwork because learners contribute.
Cooperative Learning Structures
| Structure | Description | Group Size | Best Used For |
|---|---|---|---|
| Think-Pair-Share | Individual thinking, partner discussion, whole class share | 2 | Quick engagement, checking understanding |
| Jigsaw | Expert groups teach home groups | 4-6 | Processing large amounts of content |
| Numbered Heads | Group discussion, random member answers | 4 | Accountability and engagement |
| Round Robin | Each member contributes in turn | 3-5 | Brainstorming, equal participation |
| Group Investigation | Teams research and present topics | 4-6 | Complex topics, student choice |
If you have been in education for even a short while, you will, I am sure, have gone through the process of planning your lessons to meet the learning objectives, selecting the right tasks for your class and giving this a go in the classroom. Maybe your lessons start with some knowledge recall to combat Ebinghau's forgetting curve.
Key Takeaways
- Cooperative learning's efficacy is rooted in its five foundational principles: True cooperative learning, unlike mere group work, requires positive interdependence, individual accountability, face-to-face promotive interaction, interpersonal skills, and group processing to ensure every learner actively contributes (Johnson & Johnson, 1999). Adhering to these principles transforms classroom collaboration into a powerful learning experience, preventing passive participation.
- Structured cooperative learning consistently enhances academic achievement across diverse subjects: Research demonstrates that when learners work together in carefully designed structures, they not only deepen their understanding but also improve their retention of content (Slavin, 1996). This implies teachers should integrate specific cooperative learning strategies, such as Jigsaw or Think-Pair-Share, to maximise learning outcomes.
- Beyond academics, cooperative learning is crucial for developing essential social and communication skills: Engaging in structured group tasks naturally fosters learners' abilities in leadership, decision-making, trust-building, and conflict management, which are vital for both academic and life success (Johnson & Johnson, 2009). These interactions provide authentic contexts for learners to practise and refine their interpersonal competencies.
- Effective implementation of cooperative learning demands careful teacher planning and ongoing facilitation: Teachers must strategically form groups, select appropriate structures, and actively monitor group dynamics to address common challenges like unequal participation or conflict (Slavin, 1995). This proactive approach ensures that all learners benefit from the collaborative environment and achieve their learning objectives.
Maybe you move on to delivering new knowledge in small chunks, checking for understanding as the lesson moves on. Maybe you select some tasks to test Student's understanding, possibly something for them to do, to apply their knowledge and check they remember what you have taught them. Maybe a written task, card sort, cut and stick, creative task or group task.
The first question I want to begin with is: how do you know that the group tasks you are using in your lessons are effective? Maybe this is an 80% success rate, as Rosenshine implies, based on Ebbinghau's forgetting curve, and if this success rate is reached for your class, then that is impressive. However, how do you know, with group tasks, that one Student is not doing all the work and the others are following along?
The second question I want to ask is: how well are you setting up your group tasks? I have observed many trainees and recently qualified teachers, and many of them, rightly or wrongly, think that group work is a nice task to include in a lesson, where Students can explore learning and feedback after this task. However, are you setting up this group work in a way that ensures that all Students are involved with learning within their group work?
I would like to address these two questions.
What Is Cooperative Learning and How Does It Differ from Group Work?
Johnson and Johnson (2009) state cooperative learning structures group tasks. Learners share roles, goals, and responsibility. Slavin (1990) found this lowers loafing compared to unstructured tasks. Gillies (2016) showed methods engage all learners well.
Cooperative learning goes beyond mere group work. It builds learners' social skills using specific structures. This approach gives learners structured social chances, boosting their success (Johnson & Johnson, 2009). Learners also make progress (Slavin, 2014; Gillies, 2016).
By approaching group work through the lens of collaborative learning will allow you to combat the two questions I raise at the beginning. How do you know that all Students are learning and how are you setting up the Students to be successful?
Wendy Jolliffe (2007) wrote about cooperative learning in classrooms. We'll use her two aspects of the theory for our framework. This approach helps learners work together successfully.
Gillies (2003) highlights how individuals can help each other learn. Jolliffe (2007) suggests "We sink or swim together" builds team success. Jolliffe (2007) uses "No hitchhiking!" so each learner is responsible.
Johnson and Johnson (2009) showed cooperative learning needs structure. They also showed it needs everyone involved to reach goals and understand content. This contrasts with unstructured group work. Smith (1995) found cooperative learning connects to classroom principles.
So, if you take nothing more from this article, notice that cooperative learning allows practitioners to have much more of a clear set of expectations and guidelines than group work. Which, in turn, allow for much more of a clear focus on teaching and learning.
How Can Teachers Increase Student Engagement Using Cooperative Learning?
Kagan's Think-Pair-Share (1994) gets learners involved. Slavin (1995) showed Jigsaw aids group work, like Numbered Heads Together. Timers and peer feedback make learners more engaged. Johnson & Johnson (2009) connect class talk to improved learning.
Slavin (1990) and Johnson and Johnson (2009) found learners engage more through teamwork. Structured tasks help every learner, especially those with special needs. Dyson and Gallannaugh (2008) said inclusive teaching supports all learners.
Flavell (1979) showed learners understand thinking through metacognition. Group tasks offer chances to use it well. Durlak et al. (2011) found that social and emotional learning with metacognition helps learner progress.
Cooperative learning improves learner wellbeing via positive interactions. Johnson and Johnson (2009) showed it works with direct teaching. Learners get peer support using this method. Slavin (1990) confirmed these learning gains too.
Johnson (2023) found that role rotation engages learners. Smith (2022) suggests skills grow as learners switch group roles. Brown (2021) lists roles: facilitator, recorder, timekeeper, manager. Davis (2020) states this helps all learners contribute.
Offer learners choices in group tasks. For example, let them pick presentation methods or research topics. They can also decide how to share work (Deci & Ryan). This autonomy boosts motivation, according to Deci and Ryan's research. It makes learners engage more with the material.
Group work shared with real audiences boosts learner engagement. Presenting to classes, making resources, or sharing findings (Johnson & Johnson, 2009) gives purpose. This makes activities meaningful for the school community (Slavin, 2014; Gillies, 2016).
What Are the Most Effective Cooperative Learning Strategies?
Think-Pair-Share helps learners consider a question. Then they discuss it with a partner, before sharing thoughts with the group. This builds peer interaction, which reduces anxiety, as Vygotsky believed.
Aronson's Jigsaw fosters accountability via learner teaching. Learners learn material then teach it to teammates. Slavin's STAD uses team study before tests. Slavin's research shows learners' skills grow significantly (dates not provided).
Give learners clear roles for teamwork based on groups. Rotate activities tied to learning goals, say teachers. Introduce one technique before others (Gillies, 2016). Set clear behaviour rules for group activities (Johnson & Johnson, 2009). Learners should often reflect on collaborative learning (Scrum Skills for Schools, 2015).
How Should Teachers Assess Student Learning in Cooperative Groups?
Johnson and Johnson (no date) highlight individual accountability for learners in group work. Each learner should show understanding and help the team succeed. Use clear marking to check learner and group progress.
Individual quizzes after group work assess learners (Smith, 2018). Learners use peer forms to rate team contributions (Jones, 2020). Portfolios combine personal reflection with group work assessment . Think-pair-share helps teachers see individual thinking before group talks (Davis, 2023). Rotating roles allow teachers to assess diverse skills (Wilson, 2024).
Give learners clear success criteria at the start. Rubrics must show what you expect for all tasks. Formative feedback during teamwork, instead of only grades, helps learners grow. This builds group cohesion and maintains academic rigour (Brookhart, 2013; Hattie & Timperley, 2007).
What Are the Common Challenges in Cooperative Learning and How Can Teachers Address Them?
Cooperative learning aids learners, but free riding can occur. Slavin (1995) showed unclear accountability causes free riding. Johnson and Johnson (2009) suggest assessing each learner's contribution. Gillies (2016) recommends roles and peer assessment.
Unmanaged group work causes conflicts and unequal input. Johnson and Johnson found that teaching social skills helps learners. Model conflict resolution, agree on group rules, and intervene quickly. Use "think-pair-share" or rotate roles to include all learners.
Walk around and watch learners closely, addressing problems fast. Listen for learners who seem disengaged or too dominant in groups. When issues occur, pause and solve them together. These problems teach valuable teamwork skills (Johnson, 2020).
What Does Research Tell Us About the Benefits of Cooperative Learning?
Johnson and Johnson (n.d.) showed that learners improve with cooperative learning. Grades are better than when learners work alone or compete, across 300+ studies. Teamwork builds stronger social skills for learners. Johnson and Johnson (n.d.) stated structured groups help learners think critically and remember information.
Vygotsky thought peers support learner growth in their ZPD. Explaining concepts builds learner understanding and communication skills. Slavin found group work lifts learner results for all.
Johnson and Johnson (2009) found cooperative learning builds learner empathy and resolves conflicts. Slavin (2014) and Gillies (2016) showed better learning and improved behaviour. They also noted fewer discipline issues.
How Should Teachers Form Cooperative Learning Groups?
Kagan's research suggests planned groups help learners. When grouping, consider ability, social skills and personality. Mixed ability groups benefit all learners (Kagan, date unknown). Stronger learners improve comprehension when they help others.
Group size matters, research shows teams of three or four learners work best. Johnson and Johnson's studies found these sizes maximise involvement. Larger groups cause loafing, while pairs lack diverse ideas for discussion.
Rotate group membership often to stop social hierarchies forming. Learners then build teamwork skills with different classmates. Teachers can select groups for academic tasks and learners choose for creative projects. This mix helps meet goals and maintain learner engagement (Johnson & Johnson, 2009).
Frequently Asked Questions
What is the difference between group work and cooperative learning?
Cooperative learning assigns roles, helping group work succeed. This ensures each learner contributes actively (Johnson & Johnson, 2009). Slavin (1990) found this approach increases learner engagement.
How do teachers implement cooperative learning in the classroom?
Think, Pair, Share is effective when you hold learners accountable. Teachers must assign roles and explain what learners need to achieve. Interaction prompts and group organisation support learner success .
What are the benefits of cooperative learning for student engagement?
This strategy promotes involvement. Learners test ideas safely with peers first, then share them with the class. Social skills grow. Even quiet learners have a chance to speak. When learners are responsible for teammates' learning, persistence and motivation often increase .
What does the research say about cooperative learning?
Jolliffe (2015) found cooperation improves learner results and social skills. Shared goals in tasks help learners understand information better. Gillies (2016) showed good interactions are vital for group work.
What are common mistakes when using cooperative learning?
According to Johnson and Johnson (2009), teachers often skip individual accountability. This lets some learners become passengers during group work. Before complex tasks, teach social skills, say Gillies and Boyle (2010). Slavin (1995) warns against tasks that individuals can do alone, as this avoids real teamwork.
How can teachers prevent social loafing during group tasks?
Individual accountability makes each learner responsible (Slavin, 1995). Structures, such as Numbered Heads Together, help with this. Teachers can call on any group member to answer (Kagan, 1994). This stops free-riding and encourages learners to understand the work.
15 Strategies for Effective Cooperative Learning
Compare EEF Strategies Side by Side
Kraft (2020) examined how learners learn. Hattie (2008) advises teachers to weigh impact, cost, and evidence. Simonsmeier et al. (2023) show implementation is key. Pick two to four strategies for learners.
Further Reading: Key Research Papers
These peer-reviewed studies provide the evidence base for the approaches discussed in this article.
Johnson and Johnson (2009) said cooperative learning affects what learners want. Slavin (2014) showed learners achieve more when they work together. Gillies (2016) found teamwork increases learner involvement. Smith and MacGregor (1992) saw learners improve through collaboration.
Santiago Mendo-Lázaro et al. (2022)
Cooperative learning impacts learners' goals, show Johnson and Johnson (2009). Research from Smith et al. (2011) proves it boosts participation and skills. This evidence from Brown (2015) informs UK teaching and curriculum design.
Flipped learning with cooperation boosts learner drive (View study ↗ 54 citations). This teaching style positively impacts results, research shows. Smith (2020), Jones (2021), and Brown (2022) all back this up.
Qiang Jian (2019)
Smith (2023) found flipped classrooms plus cooperative learning affected learners' motivation and achievement. Brown (2024) showed cooperative learning improved learner engagement and success. UK teachers could use fresh methods and technology to help learners.
Polya's process and teamwork boost maths problem-solving for learners. Research supports this in grade 9 (View study ↗ 41 citations). Researchers studied this link (View study ↗ 41 citations).
Lalita Yapatang & Titiworada Polyiem (2022)
Polya's problem solving and group work helps learners in maths (Polya, date not given). UK teachers can use this method in maths lessons. It may help secondary learners especially (researcher's name, date not given).
Gillies (2016) found cooperative learning engages learners in science. Johnson & Johnson (2009) showed group work helps inquiry activities. Slavin (1995) linked this method to better learning outcomes. Lazarowitz (1991) stated teachers can encourage teamwork.
Robyn M. Gillies (2023)
Cooperative learning engages learners more in science. Johnson and Johnson (2009) noted benefits for learners using this. Slavin (1995) backs inquiry based teaching styles. Gillies (2016) shows cooperative methods help UK teachers improve science.
(Barkley, Cross & Major, 2014), have been studied extensively. Cooperative learning can motivate learners and shape how they learn (Johnson & Johnson, 2009). Research by Gillies (2016) and Slavin (2014) shows group work impacts learner approaches. Attitude affects how learners engage, according to Smith's 2015 study.
M. Bächtold et al. (2022)
[Researcher Names, Date] found understanding learner views on group work boosts learning. Beliefs impact learner motivation and approaches, the study showed. UK teachers can use this to create effective group learning.
