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Insights Into Algebra 1: Teaching for Learning

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> 1.3 TEACHING STRATEGIES: COOPERATIVE LEARNING

Mathematics (https://www.learner.org/subject/mathematics/)

6-8 (https://www.learner.org/grade-level/6-8/), 9-12 (https://www.learner.org/grade-level/9-12/)

VARIABLES AND PATTERNS OF CHANGE

Teaching Strategies: Cooperative Learning

Cooperative Learning:

The process of cooperative learning involves students working together in small groups on a structured
activity. The members of the groups learn to work as a team to accomplish a specific goal, to solve a
problem, to complete a project, or to develop a product. Teachers hold students accountable
individually, but also assess group work. Students are responsible not only for learning the material, but
also for ensuring that the other members of the group learn the material too. In an algebra classroom,
cooperative learning is a key component in attaining “algebra for all.”

Read how Fran Curcio defines “algebra for all:”

In order to be equitable, to provide equal learning opportunities and job opportunities for all
learners, we need to have algebra accessible to all learners. So, “algebra for all” means reaching
out, bringing all children closer to the subject of algebra.

Cooperative learning differs from the traditional, teacher-centered classroom in that it is student-
centered. In a traditional classroom, the teacher plays the role of “learning disseminator,” giving the
students all of the information they need. (An old joke provides the following definition of lecture: “The
transfer of ideas from the notes of the teacher to the notes of the student, without passing through the

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minds of either.”) In a cooperative classroom, however,
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 the teacher takes on the role of “learning
facilitator,” helping students figure out what information will be helpful to complete the assigned task.

The structure of cooperative learning provides a place where:

Students are stakeholders in their own learning.

All learners are active participants.
Students learn social skills, such as cooperation and conflict resolution.
Projects are designed to be interesting, yet challenging.
Teachers sometimes learn, and students sometimes teach.
Teachers encourage and value the expression of differing opinions.
Teachers and students demonstrate mutual respect.

Read what Miriam Leiva has to say about cooperative learning as one aspect of good teaching:

She [teacher Jenny Novak] used several different modes of teaching that I thought were important
in this lesson. She had the teacher with whole class … then, the teacher addressing groups … and,
within the groups, the teacher addressing individuals. Overriding all of that was students teaching
students, which I think is at the heart of cooperative learning.

COOPERATIVE LEARNING: BENEFITS

Many studies document the academic benefits of using cooperative learning in the classroom. Among
the results are improved student achievement; increased self-esteem and confidence; higher levels of
motivation; improved behavior; better attendance; and more positive attitudes toward school, learning,
and classmates. Research has consistently shown that when two key elements of cooperative learning –
positive interdependence and individual accountability, both of which are discussed later in this session
– are present, student achievement improves.

Cooperative learning is especially helpful in developing social skills. Students learn to work with all
types of people. During small group activities, they are able to think about and reply to the diverse ideas
of their fellow group members, many of whose perspectives reflect cultural differences. Classmates
learn to relate to their peers, and students who work with others in cooperative groups tend to like each
other. Consequently, there are improved relationships among different ethnic groups, and cooperative
learning becomes a celebration of diversity. Further, structured interactions between students can help
students who have difficulty in social settings. They can also improve relationships between students
with learning disabilities and their peers.
The end results of a cooperative assignment are usually superior to those reached through individual

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study. When ideas and questions are offered in a
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group, members provide a variety of responses, and
the final product will, therefore, reflect a broad range of perspectives. The project is typically more
comprehensive and rewarding when it involves the mutual exchange of ideas.

During cooperative learning, students actively participate. Rather than being passive recipients of
information, they are generally enthusiastic about their own learning. Students take ownership and
responsibility when working as part of a team – possibly because other group members will be affected
by their actions. As a result, students gain a deeper understanding of mathematics and develop some of
the social skills, such as cooperation and teamwork, that are valued in today’s workplace.

Cooperative learning provides many more opportunities for students to receive feedback. Whereas a
teacher is only able to respond to one student at a time, members of cooperative groups are able to
give feedback simultaneously. Students will receive more feedback when they discuss mathematics in
cooperative groups than when the teacher alone attempts to respond to everyone’s questions. During
large group instruction, one or two students may exchange ideas and dominate a discussion as the rest
of the class listens – or, in many cases, while the rest of the class does not listen. On the other hand, if
one student in each cooperative learning group asks a question, a number of questions can be
answered at the same time, increasing the overall effectiveness of instruction. As the teacher circulates
and listens, he or she can help students answer their questions appropriately.

Read what Jenny Novak learned by listening to her students while they worked in groups:

When we were doing the round-robin activity, I could tell that the students were engaged. They
were working together. They were talking about [the mathematics]. They were working through
the problems together and checking answers. And if they were getting something wrong, they
were saying, “Well, let’s look at it, and see what we did wrong.” They were then able to discover
their own mistakes rather than waiting for me to say, “Oh, well, here was your mistake,” and I think
that’s much more meaningful for the students.

Finally, cooperative learning is easy to do and inexpensive. Consequently, there are numerous benefits
of cooperative learning that go beyond learning:

Instead of requesting materials for 36 students, teachers only need to request materials for nine
groups. That helps a lot in times of tight school budgets.
Reticent and low-achieving students often feel more comfortable asking and answering questions in
a small group. It prevents some of the stage fright that arises from speaking in front of the entire
class.
Effective cooperative learning groups actually assist with classroom management. Students who
know they will soon have time to work with their partners are less likely to misbehave during a
presentation by the teacher.