LA SALLE UNIVERSITY OAXACA

ACTIVE METHODOLOGY REPORT

COOPERATIVE LEARNING

MODULE:
TRENDS IN EDUCATION

TEACHER:
DR. NERELY VELÁSQUEZ SANDOVAL

MASTER'S IN EDUCATION AND TEACHING

PRESENTS:
ERIKA MONSERRAT GARCIA PACHECO

Together, we stand; divided, we fall.

Motto of the American Revolution

JUNE /2023
INFORME DE LA METODOLOGÍA
Authors like Ferreiro and Espino conceive Cooperative Learning (CL) as a response to the
education of the late 20th century and early 21st century in the face of globalization and interdependence
economic, technological, and sociocultural that manifests as a necessity for social development,
but also personal and professional development that the school must promote.

Cooperation as such consists of working together to achieve common goals. Individuals

they seek to achieve results that are beneficial for themselves and for all other members
of the group. This is how Cooperative Learning is the didactic use of small groups in which
The students work together to maximize their own learning and that of others.

Working in the classroom with the Cooperative Learning methodology involves three types of groups.
learning.

Formal groups of cooperative learning ensure the active participation of students.

in the intellectual tasks of organizing the material, explaining it, summarizing it, and integrating it into the
existing conceptual structures.

Informal groups of cooperative learning in question often last little time.

minutes or up to an hour of class. The teacher can use them during an activity of
direct instruction to focus students' attention on the material in question, to
promote a conducive learning environment to create expectations about the content of the
class, to ensure that students cognitively process the material they are being given
teaching and to close a class. The activity of these informal groups usually consists of
a talk of three to five minutes among students before and after a class, or in dialogues
from two to three minutes among pairs of students during the course of a class.

Cooperative grassroots groups are characterized by having long-term operations.

(at least for almost a year) and they are heterogeneous learning groups, with members
permanent, whose main objective is to enable its members to provide each other with
support, the help, the encouragement, and the backing that each of them needs to have a good
school performance.

For cooperative learning to work, there are five essential elements that must be
explicitly incorporated in each class, are listed below

Positive interdependence.
2. Individual and group responsibility.
3. The stimulating interaction, preferably face to face.
It consists of teaching students some essential interpersonal and group practices.
5. The group evaluation.

These five basic elements are not only characteristics of good learning groups,
they also represent a discipline that must be applied rigorously to produce the conditions that
lead to an effective cooperative action.

TEACHING MATERIALS
When students work in groups, the teacher can choose to give each of them a
complete set of teaching materials. For example, each group member could have a
copy of a specific text, to read it, reread it and consult it when answering questions and formulating
interpretations of its content. Another possible option is to give a single set of materials to the whole
group.

The interdependence regarding teaching resources can be achieved and is taken into account.
following aspects.

The puzzle method:

One way to make students interdependent is to give them the information distributed in
different parts, as if they were the pieces of a puzzle. With this method, each student obtains
a part of the information necessary to carry out the task. The group members are responsible for
to thoroughly know the information that pertains to them, transmit it to others, and learn the information
presented by the other members of the group.

Equipos-Juegos-Torneos:
Form heterogeneous teams regarding the performance level of their members and inform the students
that their role is to ensure that all group members learn the assigned material. The
group members will study the material in question together.

THE NUMBER OF TEAM MEMBERS

Teams usually have two to four members. The rule of thumb to apply is: 'the more
the smaller the group, the better it is.
There is no ideal extension for cooperative learning groups. The amount
the convenience of members will depend directly on the class objectives, on the ages of the
students and their experience in teamwork, the materials and equipment to be used, and the timing
available for the class.

DISTRIBUTION OF STUDENTS IN TEAMS

When forming teams, students can be distributed randomly or stratified and can be
established by the teacher or by the students.
Some methods that can help us in training can be given:

Random distribution.
The mathematical method.
Stratified distribution.
The groups selected by the teacher.
The groups selected by the students themselves.

DURATION OF THE TEAMS IN THE GROUP

One of the factors to consider is the type of cooperative learning being employed.
The grassroots teams last at least a year, and ideally, several years.
Informal teams last only a few minutes or, at most, one class period.

The duration of a formal team largely depends on the group and the teacher.
One piece of advice from some articles is to let teams work together for the necessary time to
achieve a good result. Undo the teams that have difficulties functioning frequently.
effect of preventing students from learning the techniques they need to solve problems.

THE ASSIGNMENT OF ROLES

When planning a class, the teacher has to consider what roles indicate what they can expect from each
team member and, therefore, what each of them is obliged to do. Occasionally, the
students refuse to participate in a cooperative team or do not know how to contribute. This will help to
resolve and prevent that problem by assigning each member a specific role to perform
within the team.

THE IMPLEMENTATION OF THE COOPERATIVE CLASS

The teacher can use the puzzle method mentioned earlier, for example, like this
like the following methods:

Take notes in pairs.

2. Make summaries together with a partner.
3. Read and explain in pairs.
4. Edit and correct in pairs.
5. Practice/review the lesson in pairs.
6. Solve mathematical problems in pairs.
7. School debates.
8.-CO-OP CO-OP: The method called Co-op Co-op, proposed by Spencer Kagan (1988), is based on
distribute the students into heterogeneous cooperative learning teams and assign each group a
parte de una unidad didáctca. A cada miembro del grupo se le asigna luego un subtema. Los alumnos
they carry out an individual activity on the subtopics and present their conclusions to the group. Each team
integra entonces los subtemas de sus miembros para hacer una presentación global del tema frente a
the whole class.

THE CLOSURE OF THE CLASS

At a certain point, students must conclude what they are learning. Consider the following:
Students can end the class. The closure happens internally, not externally.
The closure is an active process.
3. The closure is more effective when students can explain to another person what they have
learned. They must formulate, conceptually organize, and summarize what they have learned.
To conceptually reconstruct what they learned, it is suggested that they will have to remember and summarize the
main points of the lesson; organize the material within a conceptual framework; integrate the
new information to the existing conceptual frameworks; understand how they will apply it in the future
lessons and outside the classroom, and determine the final questions that they will ask the teacher.

Cooperative learning methods

Peer Tutoring For authors like Duran and Vidal (2004), peer tutoring
it is a method that is based on working in pairs, with an asymmetrical relationship, derived from the tasks with
respective roles.
 "Jigsaw," puzzle or jigsaw. In this method, students are divided into groups of four.
six members seeking to be heterogeneous.
The content to be worked on is divided into as many parts as there are members in the team. Each team decides
Which student will be in charge of each of those fragments, that is, who will be the expert in that part.
Next, the students from the different groups that have the same fragment gather in
"expert groups", where information from each part is discussed and analyzed in depth,
common what each component has studied, preparing a final report. Finally, each student
returns to his original team and teaches the rest of the colleagues what he has learned. Together they try
resolve doubts, clarify, ask, explain, etc., with the goal of learning all the material.
A variant of this method is Jigsaw II or Puzzle, developed by Slavin (1996), in which it is
the teacher who decides which students from each group will specialize in each of the parts of the
content to work on, ensuring that the expert groups to be formed later are also
heterogeneous in terms of skills, performance, and sex.
The key to the puzzle is interdependence, as all students depend on their
team members to obtain the necessary information to achieve a good result in the
evaluation tests.
Group investigation (GI or Research Group)
This method builds knowledge by researching in teams, the whole class works on a topic.
presented by the professor, dividing it into different subtopics. Subsequently, the students design and
they develop a work plan, in which each team member works on what they are suited for
is better prepared or what interests him more.

Learning together. This method was created by brothers David and Roger Johnson.
and his colleagues from the University of Minnesota. It involves the interaction of students in small groups.
heterogeneous groups of four to five members. Students learn together a specific material,
helping each other until the whole group masters it properly. This technique has proven its
utlidad en solución de problemas, aprendizaje de conceptos y creatvidad (León del Barco, 2002)

Difference between collaborative learning cooperative learning

In cooperative learning, it is the teacher who is responsible for designing the structure of the process, controlling
the interactions and, therefore, also the results, not like in collaborative learning which are the
students who structure the process until the content is finalized.
In collaborative learning, participation is determined through the analysis and discussion of that.
what is being taught; in the cooperative, participation is much more limited to the process of
teaching exercised by the teacher.

In the collaborative learning process, all tasks are done in groups and a conclusion is reached.
also group-based. On the other hand, in cooperative learning, specific tasks are assigned to each one of
the students.

In cooperative learning, the use of ICT will be determined and defined by the teacher who
will decide when it is appropriate to access it and when it is not; in the collaborative, the students
determine whether or not they should use technology and how to do so.
 SERVICE-BASED LEARNING

OBJECTIVES

Analyze the theoretical and practical aspects of the Service Learning methodology, allowing
for the participants to acquire basic tools to incorporate this methodology based on the
development of community service.

APPROXIMATE TIME: 35 MINUTES

START
The informal teams are formed using the mathematical method (which consists of
number from 1 to 4, and gather by number), the distribution will be planned for teams of 2 or 3
members; when each one has their number, they will look for their pair and sit together to
work the following, 1-1, 2-2, 3-3, 4-4. (3 min)
Once gathered as a team, ask for the following roles to be assigned in order to participate in another
moment.

1 exhibitor
1 writer
1 exhibitor assistant/mediator

DEVELOPMENT
Indicate that they are given 2 minutes to discuss what they know about 'Based Learning on'
Service
Do you know what SERVICE-BASED LEARNING is? (3 minutes)
Send via WhatsApp the link so they can provide their definition.
Read as a teacher each of the ideas contributed to the brainstorming session. (4 minutes)
Each team is assigned their corresponding reading via QR code, indicating that it
They will read and discuss the subtopic they were assigned, because (in 4 minutes) they will change teams.
so that there is 1 member from each team to share the reading that is
touched. And they can know the other elements that make up the complete reading.
Una vez pasado los 6 minutos intercambiar de equipo, solicitar que sean 2 equipos, es decir que
in each team there is a member with each number of the dice at the beginning, 1 team it
in accordance: 1, 2, 3, 4, and likewise team 2.
In these new teams, request to assign roles: 1 member who will be the mediator, 1 member who
he will be the spokesperson in case participation is required or if something unforeseen happens, and 1 more will take notes.
from the participations, in order to share it at the end of the comments. (3 minutes)
They will comment on their readings to the other members of the team. (6 minutes)
Ask the people in charge of taking notes for each team to share their notes by uploading them to
WhatsApp group when each member finishes presenting their subtopic.
Return to your initial teams and in each team remember the roles outlined at the beginning, to
that by team a mind map of Learning Based On is developed in (6 minutes)
Service according to the subtopic or element that you were assigned with the aim of whether there is a
confusion be clarified doubts and have a topic organizer, built by everyone; for
in this activity the writer is directly responsible for the mind map.
 CLOSURE
Once the mind map is finished, ask the presenter to show us what it
they shaped as a team. (5 minutes if there are many doubts and if time allows, it can
excel through the teaching participations in each team
Feedback (you can use the brainstorming session on Jamboard Google. (4min)

ELEMENTS USED
. QR Code. (printed, digital) - Readings
. Google Jamboard - Brainstorming
. Canva: Mind map

CONCLUSIONS
The methodology of cooperative learning has similarities and bears a certain relationship with learning.
collaborative, at some point becoming confused if the teacher is not aware of the aspects
essentials of said methodology.
Cooperative learning has the function of working in small structured work teams.
formally, assigning each team member a specific role or function in order to integrate them and
motivated to participate from their individuality; to later share with their team, reaching
a common goal, allowing the development of both cognitive and interpersonal skills.

Some basic elements of cooperative learning put into practice are responsibility.
individual, since each student is responsible for learning the assigned content and helping others
other team members to learn it; the personal promoting interaction among students,
that each one promotes the performance of others; the interpersonal and group practices, and the
processing by the students to reflect on how their team functioned.

It is clear that these are some guidelines that lead to the success of the methodology, however, not
they must be carried out as they are, but each teacher or leader of the groups must adapt them in
function of the characteristics of the curriculum contents, the students, and the specific reality in
that is immersed in its educational practice, in this case the teams were assigned by the minimum
of members, to cover the subtopics raised to address the subject.

This highlights that the teacher can and should create techniques or modify those they already know to
work under this methodology, and therefore many group techniques can be converted into methods of
Cooperative Learning.

Given this methodology, it is clear that planning and executing at least some aspects must be done carefully.
concrete actions. For example, you will have to make several decisions prior to teaching. It will be necessary to
decide what their conceptual and attitudinal objectives will be; even how many students there will be in each
team and how much time they will work together; how they will use the teaching materials and the roles that will be assigned to them
assigned to the group members.

The teacher is responsible for guiding the content. While the students work together.
Cooperatively, it is your duty to supervise the teams and intervene if you consider it necessary to improve.
the completion of tasks and teamwork. And likewise, it will have to help the students to give
closure to the lesson.

This methodology can take a long time to master since the students themselves do not
They are used to working together and tend to be competitive. But it can start gradually.
little, using cooperative learning for a single topic or in a single class, until the teacher
he feels comfortable using the method, and then extends it to other topics or classes. The implementation
Cooperative learning in the classroom requires great effort and discipline from the group members.
with whom you are going to work. It's not easy. But it's worth it.

REFERENCES

Johnson - Roger T., Johnson Edythe J.,& Holubec. (1999).El aprendizaje cooperatvo en el aula. Argentna.
Editorial Paidos pp. 66.

Alarcón, E., Sepúlveda, P. & Madrid, D. (2018). Qué es y qué no es aprendizaje cooperatvo. ENSAYOS,
Magazine of the Faculty of Education of Albacete, 33(1). Link web:
htp://www.revista.uclm.es/index.php/ensayos -Consulted on date (29-05-2023).

Rivera Díaz, A.(2022)Definición, similitud y diferencia entre aprendizaje colaboratvo y cooperatvo. LUCA .
Madrid, Spain. - Web Link : ps://www.lucaedu.com/cual-es-la-diferencia-entre-aprendizaje-
ht
collaborative-and-cooperative/Consulted on date (30-05-2023).

URL.

Documentation - Teaching Staff - Education Portal of the Junta de CastLla and León (jcyl.es). Consulted in
fecha (29-05-2023).

htps://acortar.link/aZyJHA Consulted on date (31-05-2023).

 ANNEXES

Link for the brainstorming

htps://jamboard.google.com/d/1pHv1yZtPNS0WA2v1h5CmesczBrp0PdrXOUKtYPOmLr8/
edit?usp=sharing

QR code for readings.

Link to the mind map on Canva

htps://www.canva.com/design/DAFkj4mrI_U/98ANhq2vo7bSpZTCUxsQZg/edit?
utm_content=DAFkj4mrI_U&utm_campaign=designshare&utm_medium=link2&utm_source=
sharebuton