COOPERATIVE
LEARNING-BASED
APPROACH
KURSTAN MAVE F. ESPANOLA
TECHNOLOGY FOR TEACHING AND LEARNING 2 24, APRIL 2024
Cooperative learning-Based Approach
• Introduced into American classrooms in the early
twentieth century by John Dewey, who saw experience
and education as being closely linked and believed that
people needed extensive experience in cooperation to
function effectively in groups.
Cooperative learning-Based Approach
• A classroom instruction presentation model that
involves students working together to meet their
learning goals in learning teams or groups.
• Involves planning with clear directions, student work
roles, and outcomes and measures for learning goals.
Benefits of Cooperative learning-Based
Approach
• Motivation
• Interaction among classmates
• Information processing strategies
• Communication
• Cognitive and Interpersonal skills
A Guide to Using Cooperative Learning-Based
Approach in Classroom
1. Form a question
• A good question motivates students to ask, wonder, and
discover in order to know.
Socratic questioning - involves a shared dialogue between
teacher and students.
A Guide to Using Cooperative Learning-Based
Approach in Classroom
2. Identify goals
• Creating goals for each group assignment. Foggy goals
mean wasted time and poor motivation to learn.
2. Identify goals
• Goals, or objectives, are performance-based and usually
begin, "Learners will" (LW). Group objectives, clearly
stated, motivate students and offer precise directions on
the lesson content.
• Do not use vague words such as “know,” “understand,”
“appreciate,” or “realize.” Use performance words such
as "list,” “demonstrate,” “describe,” or “compare.”
A Guide to Using Cooperative Learning-Based
Approach in Classroom
3. Create rubrics
• Rubrics provide another tool to guide students'
expression of knowledge as they solve problems. They
also help students and teachers to assess the group work
accurately.
A Guide to Using Cooperative Learning-Based
Approach in Classroom
4. Assign specific assessment task
a. Match related learning approaches
• This means that the assessment task should align with
the methods or approaches used for teaching and
learning in the classroom.
A Guide to Using Cooperative Learning-Based
Approach in Classroom
4. Assign specific assessment task
b. Cover content
• The assessment task should encompass the content that
has been taught or is being taught in the classroom.
A Guide to Using Cooperative Learning-Based
Approach in Classroom
4. Assign specific assessment task
c. Enable students to develop their interests and abilities
• The assessment task should provide students with
opportunities to explore topics or themes that interest
them personally.
A Guide to Using Cooperative Learning-Based
Approach in Classroom
4. Assign specific assessment task
d. Involve authentic events
• The assessment task should simulate real-world
scenarios or situations that are relevant and meaningful
to students' lives beyond the classroom.
A Guide to Using Cooperative Learning-Based
Approach in Classroom
4. Assign specific assessment task
e. Create meaningful challenges for students
• The assessment task should be challenging enough to
engage students and encourage them to apply their
knowledge and skills in complex ways.
A Guide to Using Cooperative Learning-Based
Approach in Classroom
5. Reflect to adjust
• Teachers and students regularly reflect on group
progress and make adjustments to improve outcomes.
Multiple
Intelligences
• First introduced by Howard
Gardner in 1983.
• This theory suggests the
different ways students learn
Multiple and acquire information.
Intelligences • These multiple intelligences
range from the use of words,
numbers, pictures and music, to
the importance of social
interactions, introspection,
physical movement and being in
tune with nature.
Verbal-Linguistic Intelligence
• Being capable of learning new languages and
understanding how to use language to achieve
goals.
Logical-Mathematical Intelligence
• Being able to analyze problems logically and solve
abstract problems.
Spatial-Visual Intelligence
• Being able to use visual aids to arrive at a solution.
Bodily-Kinesthetic Intelligence
• Being capable of using the entire body and
engaging in movement to skillfully address a
challenge.
Musical Intelligence
• Being able to produce and analyze pitch, rhythm
and sound.
Interpersonal Intelligence
• Being able to detect and explore the intentions,
moods and desires of others.
Intrapersonal Intelligence
• Being able to fully understand oneself and to
effectively regulate one’s own life and emotions.
Naturalist Intelligence
• Being able to recognize and classify the various
plant and environmental species in one’s
surroundings.
Existential Intelligence
• Being able to ask deep and critical questions about
the broader human experience.
K U R S TA N MAV E F. E S PA N O L A
Thank You
