Cooperative learning

Cooperative learning refers to learning arrangements such as partner and group projects that require a synchronous or asynchronous (via computer ), coordinated, co- constructive activity of the participants to develop a common solution to a problem or a common shared understanding of a situation.

• 2.1 Research at Johns Hopkins University
• 2.2 Learning by Teaching ( LdL ) by MARTIN, 1982 -

Main components of cooperative learning

The terms " cooperative learning ", " group lessons ", " teamwork ", "Learning in Groups", "collaborative learning" and " cooperative learning " are not uniformly defined.

However, it differentiates between "collaborative learning" and " cooperative learning " in the way of cooperation. The former describes a common editing a task in which the goal is, together to reach a consensus or solution. "Cooperative learning" describes a splitting of the tasks so that each group member employs more precisely with a certain topic. Only then the results will be compiled.

The basic principle of cooperative learning is based on three phases: Think - Pair - Share. In the first phase, the students work alone. In the second phase, discuss and compare their results in the group before they present their findings to the class in the third phase.

Individual and group accountability

Central to the cooperative learning that everyone is responsible both for the learning of the group as well as his own.

When learning cooperatives, there are two levels of responsibility: Firstly, there is the responsibility of the entire group to achieve its goals group and on the other to make the individual responsibility of each group member, his share of the work.

Both levels of accountability must be integrated into cooperative lessons. This is achieved, on the one hand the performance of the individual members is measured and fed back, and on the other hand, the rewards team level are added. Studies show, however, that the group membership and interpersonal interaction between students only bring higher benefits if the positive dependence is clearly structured.

Civic Education

Cooperative learning is a part of the Civic Education and is part of the " learning by speaking ." It is based on the insight of John Dewey that the joint exploration of students among others a democratic learning culture, thereby promoting democracy. Also, it provides the necessary skills for the world of work. Students learn cooperative learning communicative skills such as: ask questions, listen, tell, talking with new ideas or solutions. Beyond that they also learn cooperative skills as: respect others, respect others opinions and get to know as a common experience. It thus combined here cognitive and social learning.

Since students their own knowledge, their own ideas can bring to the learning process in cooperative learning active, it also promotes the learning motivation and thus the learning process. Cooperative learning should be more complex methods of democratic communication ( Debating, Deliberieren, parliamentary simulation, Deliberative Polling ) go ahead. Cooperative learning is a complex interplay of tasks (ie, substance - centered ) and personal work (effectiveness of the group). However, Co-operative teaching is not to be equated with the acquisition of social skills, as well as these professional skills must be taught purposeful and precise.

Degree of division of labor

In the English literature, the terms collaborative learning and cooperative learning are usually distinguished according to the degree of division of labor. In cooperation the task is shared, each solves a subtask and the results will be compiled, whereas you are not working labor usually in collaboration, but one dedicated from the outset together the same task. ) In the German -speaking world, this distinction is not common, so that cooperative learning usually involves both.

Rate in the groups

An evaluation of the work in the groups takes place when group members discuss how well they have achieved their goals and how effective they have established working relationships. When students describe what actions were its members helpful or less helpful, they can decide what behaviors to maintain or need to be changed.

Direct interaction

Cooperative learning requires and encourages direct communication and interaction between the students. The joint success will be achieved faster if you learning plans together, shares resources and help each other, encourages and praises.

Methods of cooperative learning

There are several groups of researchers who deal with the co-operative learning. These groups have developed, developed and tested various methods.

Research at the Johns Hopkins University

After SLAVIN (1986 ), the following types can be distinguished at the Johns Hopkins University:

Learning by teaching ( LdL ) by MARTIN, 1982 -

In Germany to Jean-Pol Martin around the method Learning by Teaching ( LdL ) is explored as a special form of cooperative learning and disseminated since 1982. MARTIN spread the new learning material to the learner group. After a short preparation phase, the individual small groups ( maximum of 3 learners ) are asked to convey the content of them didaktisierten the total group with appropriate learner- activating method. This includes both the introduction of new material as well as the practice and the learning process ( evaluation). This method is particularly promoting the training of empathy and sensitivity of network. After Jean-Pol Martin has retired for reasons of age, Joachim Grzega continues the project.