This is an approach to structuring learning in the classroom, which is based upon small group work, collaboration and cooperation. While it is not a new idea, it is one that has gained renewed recognition and interest in recent years through the work of Morton Deutsch, Spencer Kagan, David and Roger Johnson, Karl Smith, and Robert Slavin among others. To succeed in life beyond the classroom, the learner must learn cooperatively as well as independently and competitively. It is a question of balance. For too long, argue the advocates of Cooperative Learning, education has neglected to train people in the skills of working with people in a manner that mirrors the demands of cooperation and teamwork in the
world of work.

5 Essential Components of Cooperative Learning

The five essential components of Cooperative Learning according to Johnson, Johnson and Smith (1991) are presented below.

1. Positive Interdependence

Students perceive that they need each other to complete the group’s task. This is accomplished by establishing mutual goals, joint rewards, shared resources and assigned roles, such as summarizer, encourager of participation, note taker, and elaborator.

The success of one depends on the success of all:

• teamwork
• each group member’s work is required
• each member has unique assignment within the group and contribution to make
• the group works toward a structured, mutual goal
• we sink or swim together.

2. Promotive Interaction

Learning is built upon direct activities, which promote each other’s success and progress. Participants must support and sustain each other’s work and provide encouragement.

Promotive interaction in the group leads to:

• explaining to each other how solutions are achieved and not just what the right answers are
• positive social exchange: helping, explaining, social support and accountability to group members
• verbal and nonverbal feedback about each other’s performance
• group members both motivating and pressuring less productive members to contribute.

Cooperative learning groups may be applied to class situations in a variety of ways. Formal groups are generally short term and established for a project or a specific learning task. Informal groups may be used for the  purpose of a class discussion or activities of a short duration. Informal groups may change membership frequently. “Base groups” are groups that are established for a longer period of time, have a more permanent membership and serve as a support group for learners to share information, and assist in ensuring each others’ academic progress.

3. Individual Accountability

The purpose of Cooperative Learning is to make each member a stronger individual. Group members need to understand the quality and quantity of their contributions to group success. This may be accomplished through individual testing or randomly selecting one group member to provide an answer. Two messages often prevail: “Do your work. We are counting on you.” and “How can we help you to do it even better?”

The instructor in Cooperative Learning:

• provides an assessment of each individual’s contributions
• gives the group feedback
• makes sure that each member is responsible for the group’s outcomes.

4. Interpersonal and Small Group Skills

A major strength of Cooperative Learning rests in its capacity to develop social skills. Through actual application students have to:

• communicate accurately
• trust each other
• accept and support one another
• resolve personal differences

5. Group Processing

This aspect of the approach requires the members of the group to meet regularly and discuss how well they are achieving their goals. Processing is the means by which the group reflects on its progress towards its goals and devises methods for their achievement. They spend a few minutes discussing questions such as: What are we doing well as a group? What can we do next time that will help us learn even more?

Cooperative Learning vs. “Traditional” Group Work

The advocates of Cooperative Learning stress that it differs from traditional group work in several significant ways:

Cooperative Learning stresses positive interdependence:

• it values both individual and group accountability
• it uses heterogeneous groups (mixed abilities)
• there is group and not individual leadership
• improved social skills are an important objective of the approach
• group responsibility is stressed
• the group reflects on and analyzes its performance
• the instructor both observes and intervenes in the groups’ activities

Instructor’s Role

The instructor plays an active and creative role in Cooperative Learning. Instructor responsibilities include:

• determining the size and composition of the groups
• arranging the physical logistics for group activities
• planning and developing interdependent assignments
• ensuring interdependence by assigning specific roles to group members
• clarifying and explaining learning objectives
• ensuring that learners understand what the group goal is and how dependent members are on each other
• structuring individual accountability by providing feedback on contributions
• explaining criteria for success
• evaluating the quantity and quality of learning
• ensuring that groups regularly “process” their progress towards goals.

Learner’s Role

The learner in the Cooperative approach is responsible for:

• developing and using skills of cooperation, negotiation and compromise needed to work in a group
• mastering the subject or assignment that forms the goal
• assisting members of the group who have difficulty
• motivating less productive members to cooperate
• managing and directing group activities
• working towards a deeper and more accurate understanding of the material through group efforts.