Invent to Learn: Cooperative Learning

What is it?

Cooperation is something that we all strive for to reach our needs, as well as the needs of those we work closely with. Cooperative learning helps in being able to instill these values in students as we teach them the curriculum (Bassett, 1991). Students learn to work together and accomplish a goal provided by the teacher. When deciding if this instructional model is the one for you, you first must consider the long-term benefit associated with exposing your students to the ideals of working together to get things done.

The big benefit: 21st-Century Skills

By using the instructional model of cooperative learning, you are immediately teaching and reaffirming the needed 21st-Century skills that students need to obtain to be successful in their world. For teachers that like instant results, this may not be the instructional model for them, as it takes a great deal of training and patience for the model to show it’s effectiveness (Hsiung, 2012). There are many ways to help implement this type of instruction. I have recently been through a class that highlighted the H.A.C.K. model of instruction through Northwest Nazarene University in Idaho. In using this model, teachers and students are provided with proper exposure and progression through instruction to be able to lead up to a successful project-based learning, or cooperative learning classroom.

In the 21st-century, students need to obtain skills of cooperation, teamwork, and innovation. By using the cooperative learning model, students are instantly gaining these skills and increase their knowledge of the curriculum. Through the effective and consistent use of this instructional model, students have been noted to show improvements in their sense of accountability (Jackson, 2017).  Given access to this type of instructional model, students participate in collaborative projects, often associated with having similarities to project-based learning. After doing considerable amounts of reflecting and realizing how education is changing, I think that the way we structure our classrooms needs to resemble the real world. As an elementary teacher, specifically second-grade, this might sound funny. But, kids are coming to us with more diverse backgrounds and childhoods, we need to better prepare them for the world that is out there and give them opportunities to be successful no matter their background.

I am finding that this type of instruction isn’t too far off for students that are as young as second-grade. When considering providing these opportunities, reach out to teachers that have started and find support to help you achieve this. This will only be effective if you have done your research and implemented it properly with your students.

Sources

Bassett, W. P. (1991). Classroom implementation of cooperative learning: Qualitative case

     studies of three early elementary teachers (Order No. 9206259). Available from

ProQuest Dissertations & Theses Global. (303959309). Retrieved from https://search-

proquest-com.nnu.idm.oclc.org/docview/303959309?accountid=36492

Hsiung, C. (2012). The effectiveness of cooperative learning. Journal of Engineering

           Education, 101(1), 119-137. Retrieved from https://search-proquest-

com.nnu.idm.oclc.org/docview/1014006079?accountid=36492

Jackson, J. (2017). Teachers’ perceptions and experiences with the implementation of

     cooperative learning (Order No. 10689209). Available from ProQuest Dissertations &

Theses Global. (1985977601). Retrieved from https://search-proquest-

com.nnu.idm.oclc.org/docview/1985977601?accountid=36492