Some students may be very dormant while others may be fully involved, hence lack of accountability and equal participation which, are the basics of cooperative learning. Unlike cooperative learning whereby individual student performance is monitored publicly, in group work, the overall outcomes from the group is what matters most even if one of the students did not get the concept of the learning activity, hence cooperative learning is more efficient than group work (McCafferty et al, 2006).
Activities that can be done in cooperative learning groups includes; teacher identifying a specific topic with different subtopics. Under the subtopics, each student is given a task to research on and finally presents it in their cooperative learning groups as the other students listens to the posed ideas and clarifies on any issue that is not clear. Through this, all the individuals gain from the learning activity. Another cooperative learning activity is modelling of a structure like maybe an urban planning landscape, whereby each student is given a different component of the landscape to incorporate into the whole landscape model. After each student has carried out their task, all the students are responsible and accountable of the final model of the urban landscape. In addition, a student may be given an area of expertise to teach the whole class. Through this, the student teaching gains as much as the learners through what he or she has taught (McCafferty et al, 2006).
A good example, in an elementary class, grade one, where shapes are the best method of introducing geometry in mathematics, cooperative learning can be incorporated to the students learning. In a class that is meant to go for an hour, students can be divided into four groups with five individuals each. Each group is to be assigned a shape like circle, triangle, square and rectangle. A ...
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