9.9: Examples of Cooperative and Collaborative Learning
- Page ID
- 11624
Strategy |
Type of groups involved: |
What the teacher does: |
What the students do: |
---|---|---|---|
Think-pair-share (Lyman, 1981) |
Pairs of students, sometimes linked to one other pair |
Teacher poses initial problem or question. |
First, students think individually of the answer; second, they share their thinking with partner; third, the partnership shares their thinking with another partnership. |
Jigsaw classroom, version #1 (Aronson, et al., 2001) |
5-6 students per group, and 5-6 groups overall |
Teacher assigns students to groups and assigns one aspect of a complex problem to each group. |
Students in each group work together to become experts in their particular aspect of the problem; later the expert groups disband, and form new groups containing one student from each of the former expert groups. |
Jigsaw classroom, version #2 (Slavin, 1994) |
4-5 students per group, and 4-5 groups overall |
Teacher assigns students to groups and assigns each group to study or learn about the same entire complex problem. |
Students initially work in groups to learn about the entire problem; later the groups disband and reform as expert groups, with each group focusing on a selected aspect of the general problem; still later the expert groups disband and the original general groups reform to learn what the expert students can now add to their general understanding. |
STAD (Student-Teams- Achievement Divisions) (Slavin, 1994) |
4-5 students per team (or group) |
Teacher presents a lesson or unit to the entire class, and later tests them on it; grades individuals based partly onindividuals’ and the team’s improvement, not just on absolute level of performance. |
Students work together to insure that team mates improve their performance as much as possible. Students take tests as individuals. |
Project-Based Learning (Katz, 2000) |
Various numbers of students, depending on the complexity of the project, up to and including the entire class |
Teacher or students pose a question or problem of interest to other students; teacher assists students to clarify their interests and to make plans to investigate the question further. |
Students work together for extended periods to investigate the original question or problem; project leads eventually to a presentation, written report, or other product. |