COOPERATIVE LEARNING

CHARACTERISTIC
The educator gives the students a task that has to be accomplished by working together as a team. Each student in the team has individual responsibilities and is held accountable for their contribution towards the completion of the task. Apart from learning from each other, the students also learn to work as a team and have others depend on them.

TYPES OF COOPERATIVE LEARNING

Formal Cooperative Learning

The students are grouped for a timeframe that lasts between a single class and a few weeks to complete a given task.

Informal Cooperative Learning

The students are grouped for a timeframe that lasts between a few minutes and an entire class to achieve a shared and straightforward learning goal

Cooperative Base Group Learning

The students are grouped for a timeframe that lasts longer than formal cooperative learning and members support each other to reach ambitious learning goals over the academic year

01.
INTERPERSONAL
AND SMALL GROUP
SOCIAL SKILLS

-    Students learn academic subject matter and also teamwork skills
-    Encourage and expose students with available teamwork skills and guidelines       to enable better team performance
-    Allow the students to work together for some time before expecting       any great team performance

02.
INDIVIDUAL ACCOUNTABILITY

-    Students learn together but perform individually
-    Encourage students to ensure that each team member can achieve the       task on their own
-    Example implementation: Individual quizzes and tests, peer assessment       with the team, random team representative for the assessment

03.
POSITIVE INTERDEPENDENCE

-    Give students mutual goals and proper division of labour, materials and roles in the team settings

-    Make part of each student’s grade dependent on the performance of the rest of the team

-    Ensure the belief that each team member’s efforts also benefit the other members

-    Example implementation: Big team project assignment, Jigsaw activity, peer review,       interdependence task assignments

04.
GROUP PROCESSING

-    Give time and procedure to students to analyse how well the team is       functioning and their social skills are employed
-    Improve any identified weaknesses in future task

-    Example implementation: reflection journal

05.
FACE-TO-FACE INTERACTION

Students promote each other’s learning through face-to-face interaction

Example implementation: Assignment of team roles that necessitate interaction between team members, setting up medium for team discussion and updates

Collaboration & Contextual Learning

Dr. Chia Suet Lin,
Fakulti Bioteknologi Dan Sains Biomolekul

Teaching Without Lectures

En Johan, UPM Bintulu

3D PHYrody MOOC Innocreative

Dr. Suriati Paiman,
Faculty of Science

Address

Pusat Pembangunan Akademik
Tingkat 4, Bangunan Canselori Putra, Universiti Putra Malaysia
43400 UPM Serdang
Selangor Darul Ehsan
Malaysia

Contacts

Email: cadeinovasi@upm.edu.my
Phone: +603 - 9769 6049
Fax: 03-8946 6043

Links

Ministry of Education
Centre for Academic Development
Division Of Admission & Division Of Academic Governance
InfoComm Development Centre (IDEC)
Sultan Abdul Samad Library
Student Information System (SMP) (Undergraduate)
i-GIMS (Postgraduate)

COOPERATIVE LEARNING

TYPES OF COOPERATIVE LEARNING

Formal Cooperative Learning

Informal Cooperative Learning

Cooperative Base Group Learning

01. INTERPERSONAL AND SMALL GROUP SOCIAL SKILLS

- Students learn academic subject matter and also teamwork skills - Encourage and expose students with available teamwork skills and guidelines to enable better team performance - Allow the students to work together for some time before expecting any great team performance

02. INDIVIDUAL ACCOUNTABILITY

- Students learn together but perform individually - Encourage students to ensure that each team member can achieve the task on their own - Example implementation: Individual quizzes and tests, peer assessment with the team, random team representative for the assessment

03. POSITIVE INTERDEPENDENCE

04. GROUP PROCESSING

- Give time and procedure to students to analyse how well the team is functioning and their social skills are employed- Improve any identified weaknesses in future task - Example implementation: reflection journal

05. FACE-TO-FACE INTERACTION

Students promote each other’s learning through face-to-face interaction Example implementation: Assignment of team roles that necessitate interaction between team members, setting up medium for team discussion and updates