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Cooperative Learning

from Classroom Instruction that Works Robert J. Marzano, Debra, J . Pickering, Jane E. Pollock, MCREL, 2001.

Summary of Research on Cooperative Learning
  • Organizing groups based on ability should be done sparingly.
  • Cooperative groups should be kept small in size.
  • Cooperative learning should be applied consistently and systematically, but not overused.
Cooperative Learning five defining elements:
       1.   Positive interdependence
       2.   Face-to-face interaction
       3.    Individual and group accountability
       4.   Interpersonal and small group skills
       5.   Group processing



Classroom Practice in Cooperative Learning
  • Use a variety of criteria for grouping students.
  • Use a variety of group patterns:  Informal or ad hoc (last few minutes of a class period), formal (long enough to complete an academic project) and base groups (semester or year, providing students with long-term support).
  • Managing group size - keep groups small.
  • Combine cooperative learning with other classroom strategies.

Technology Resources
  • Title:  The Great Solar System Rescue, The Great Ocean, Tom Snyder Products
    • Grade Level:  5-8
    • Curricular Area:  Science
    • Description:  Students must use cooperative learning in order to solve the problems presented.
  • Title:   WebQuests
    • Grade Level:  All grade levels
    • Curricular Areas:  All content areas
  • Title:  George Lucas Foundation Instructional Module


Software Applications
  • Title: Word Processing
    • Grade Level:
    • Curricular Area:
    • Description:  Students can collaborate, share information and peer edit using the Comments or Track Changes features.  Students can collaborate writing progressive stories.
    • Resources:   MS Word
    • Website Link:   http://www.microsoft.com/education