Editing Cooperative learning (section)

== Techniques ==
There are a great number of cooperative learning techniques available. Some cooperative learning techniques utilize student pairing, while others utilize small groups of four or five students. Hundreds of techniques have been created into structures to use in any content area.<ref>Kagan, S. 1994. Kagan cooperative learning. 2nd ed. San Clemente, CA: Kagan Publishing.</ref> Among the easy to implement structures are think-pair-share, think-pair-write, variations of Round Robin, and the [[reciprocal teaching]] technique.<ref name="Schul, J.E. 2011">{{cite journal | last=Schul | first=James E. | title=Revisiting an Old Friend: The Practice and Promise of Cooperative Learning for the Twenty-First Century | journal=The Social Studies | publisher=Informa UK Limited | volume=102 | issue=2 | date=2011-02-07 | issn=0037-7996 | doi=10.1080/00377996.2010.509370 | pages=88–93| s2cid=144687973 }}</ref> A well known cooperative learning technique is the Jigsaw, Jigsaw II and Reverse Jigsaw. Educators should think of critical thinking, creative thinking and empathetic thinking activities to give students in pairs and work together.<ref name="ReferenceB">{{Cite journal|last1=Avcı|first1=Filiz|last2=Kırbaşlar|first2=Fatma Gülay|last3=Acar Şeşen|first3=Burçin|date=2019-08-31|title=Instructional curriculum based on cooperative learning related to the structure of matter and its properties: Learning achievement, motivation and attitude|journal=South African Journal of Education |volume=39 |pages=1–14 |doi=10.15700/saje.v39n3a1602 |issn=0256-0100 |doi-access=free}}</ref>

===Think-pair-share===
{{Main|Think-pair-share}}
Originally developed by Frank T. Lyman (1981),<ref>{{cite periodical |last=Lyman |first=F.T. |year=1981 |title=The responsive classroom discussion: The inclusion of all students |periodical=Mainstreaming Digest |volume=109 |page=113 |place=College Park |publisher=University of Maryland Press}}</ref> think-pair-share allows students to contemplate a posed question or problem silently. The student may write down thoughts or simply just brainstorm in his or her head. When prompted, the student pairs up with a peer and discusses his or her ideas and then listens to the ideas of his or her partner. Following pair dialogue, the teacher solicits responses from the whole group.<ref name="Schul, J.E. 2011"/> Teachers using this technique don't have to worry about students not volunteering because each student will already have an idea in their heads; therefore, the teacher can call on anyone and increase discussion productivity.

=== Jigsaw ===
{{main|Jigsaw learning technique}}
Students are members of two groups: home group and expert group. In the heterogeneous home group, students are each assigned a different topic. Once a topic has been identified, students leave the home group and group with the other students with their assigned topic. In the new group, students learn the material together before returning to their home group. Once back in their home group, each student is accountable for teaching his or her assigned topic.<ref name="Schul, J.E. 2011"/>

==== Jigsaw II ====
Jigsaw II is [[Robert Slavin]]'s (1980) variation of Jigsaw in which members of the home group are assigned the same material, but focus on separate portions of the material. Each member must become an "expert" on his or her assigned portion and teach the other members of the home group.<ref name="Schul, J.E. 2011"/>

==== Reverse jigsaw ====
{{main|Reverse jigsaw}}
This variation was created by Timothy Hedeen (2003)<ref>{{cite journal | last=Hedeen | first=Timothy | title=The Reverse Jigsaw: A Process of Cooperative Learning and Discussion | journal=Teaching Sociology | publisher=American Sociological Association | volume=31 | issue=3 | date=July 2003 | pages=325–332 | issn=0092-055X | doi=10.2307/3211330 | jstor=3211330 }}</ref> It differs from the original Jigsaw during the teaching portion of the activity. In the Reverse Jigsaw technique, students in the expert groups teach the whole class rather than return to their home groups to teach the content.

=== Inside-outside circle ===
{{Main|Inside-outside circle}}
The inside-outside circle is a cooperative learning strategy in which students form two concentric circles and take turns on rotation to face new partners to answer or discuss the teacher's questions.<ref>{{cite magazine |url=http://www.kaganonline.com/free_articles/research_and_rationale/313/Effects-of-Communication-on-Student-Learning |last=Murie |first=R. C. |title=Effects of Communication on Student Learning. |location=San Clemente |publisher=Kagan Publishing |magazine=Kagan Online Magazine |date=Summer 2004}}</ref> This method can be used to gather a variety of information, generate new ideas and solve problems.<ref name="GregoryKuzmich2005">{{cite book|author1=Gayle H. Gregory|author2=Lin Kuzmich|title=Differentiated Literacy Strategies for Student Growth and Achievement in Grades 7-12 |url=https://books.google.com/books?id=6XlyAwAAQBAJ&pg=PA63 |date=9 February 2005|publisher=SAGE Publications |isbn=978-1-4522-1026-1 |pages=63–}}</ref>

=== Reciprocal teaching ===
{{Main|Reciprocal teaching}}
Brown and Paliscar (1982) developed reciprocal teaching, which — as currently practiced — pertains to the form of guided, cooperative learning that features a [[collaborative learning]] setting between learning leaders and listeners; expert scaffolding by an adult teacher; and direct instruction, modeling, and practice in the use of simple strategies that facilitate a dialogue structure.<ref>{{Cite book|title=Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser|last=Resnick|first=Lauren|publisher=Lawrence Erlbaum Associates, Publishers|year=1989|isbn=978-0805800685|location=Hillsdale, NJ|pages=[https://archive.org/details/knowinglearningi00glas/page/443 443]|url-access=registration|url=https://archive.org/details/knowinglearningi00glas/page/443}}</ref>

In a model that allows for student pairs to participate in a dialogue about text, partners take turns reading and asking questions of each other, receiving immediate feedback. This approach enables students to use important metacognitive techniques such as clarifying, questioning, predicting, and summarizing. It embraces the idea that students can effectively learn from each other.<ref>Palinscar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, I (2), 117-175.</ref> There are empirical studies that show the efficacy of reciprocal teaching even in subjects such as mathematics. For instance, it was found that children who were taught using this strategy showed higher levels of accuracy in mathematical computations in comparison with those who were not.<ref>{{Cite book|title=Cooperative Learning: The Social and Intellectual Outcomes of Learning in Groups|url=https://archive.org/details/cooperativelearn00gill|url-access=limited|last1=Gillies |first1=Robyn|last2=Ashman |first2=Adrian |publisher=Routledge|year=2003|isbn=978-0415303408|location=Oxon|pages=[https://archive.org/details/cooperativelearn00gill/page/n59 49]}}</ref> The same success has been obtained in the cases of students learning in diverse situations such as those with learning disabilities and those who are at risk of academic failure,<ref>{{Cite book|title=Cooperative Learning: Integrating Theory and Practice|last=Gillies |first=Robyn|publisher=SAGE |year=2007 |isbn=9781412940474 |location=Los Angeles|pages=96}}</ref> among others. These studies also cover learners from elementary to college levels.

=== The Williams ===
Students collaborate to answer a big question that is the learning objective. Each group has differentiated questions that increase in cognitive demands to allow students to progress and meet the learning objective.

=== Student-teams-achievement divisions ===
Students are placed in small groups (or [[team]]s). The class in its entirety is presented with a lesson and the students are subsequently tested. Individuals are graded on the team's performance. Although the tests are taken individually, students are encouraged to work together to improve the overall performance of the group.<ref>Kevin Seifert and Rosemary Sutton. (2009) Educational Psychology 2nd Edition. "Chapter 9: Facilitating Complex Thinking." pp. 204 [http://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf]</ref>

=== Rally table ===
Rally table is another cooperative learning strategy. In this process, the class or the students are divided into groups. This is done to encourage group learning, team building and cooperative learning. It is the written version of Robin Table.<ref name="Chophel 2021 124–132"/>

=== Team game tournament ===
In a team game tournament (TGT), students are placed into small groups to study and prepare for a trivia game. This gives students incentive to learn and have some fun learning the material. This is a group exercise so not one student is to blame.

TGT is an effective technique of cooperative learning wherein groups are created that function in the class for a period of time. In this technique the groups revise a portion of material before writing a written test. This motivates those students that have the fear of writing the test and to learn and reinforce what has been already learnt.
This method is one of the learning strategies designed by Robert Slavin for the purpose of review and mastery in learning. This method was basically to increase student's skills, increase interaction and self-esteem between students.
In this technique the students study in the class. The material is supplied and are taught in groups or individually through different activities. The students after receiving the material review it and then bring 2-6 points from their study into their assigned groups. Since the tournament is based on a material there is a specific answer.

The characteristics of TGT are that students are working in heterogeneous groups, that playing the games makes the students to move into homogeneous and higher level groups, and that they understand others' skills.<ref name="Team Game tounament"/>

==== Method ====
The students compete in the tournament after a designated time to study by forming groups of 3-4 students where the stronger students compete with the weaker students and winner of the respective teams is moved to a high level team while the students who don't score well are moved to an easier level. This ensures that students of the same ability are competing with each other."<ref name="utschools.ca"/>

TGT enhances student cooperation and friendly competition which allows different students with different capabilities to work together and acquire mastery in the topics assigned to them. The students have the independence to have interactions with different students. The benefit of this activity is that it holds the students responsible for the preparation of the material.<ref name="prezi.com"/> The advantages of TGT are that it involves students in higher-order learning and they become excited about learning, knowledge is obtained from the student rather than solely from the teacher, it fosters positive attitudes in the students (such as cooperation and tolerance), and it trains students to express or convey ideas.<ref>{{cite web|title = Team game tournament|url = http://syahbella-bellapoenya.blogspot.in/2011/05/effect-of-using-cooperative-learning.html|ref = blog|access-date = 2015-09-12|archive-url = https://web.archive.org/web/20151223081530/http://syahbella-bellapoenya.blogspot.in/2011/05/effect-of-using-cooperative-learning.html|archive-date = 2015-12-23|url-status = dead}}</ref> TGT is an effective tool to teach mathematics as it motivates and helps students acquire skills and mastery with the help of their peer and through healthy competition.<ref name="eprints.uny.ac.id"/>

The disadvantages are that it is time consuming for new teachers, requires adequate facilities and infrastructure, and can create confusion in the classroom. It does not translate to college environment where study is individualistic and allows more voice to the dominant personality than individualistic study would. It leaves out slower students, and lowers their self esteem by constantly being dominated. It can create a classroom of behavior problems and allows noise in the classroom making it difficult for concentration. It creates a negative environment for high achievers, who may have a lowered grade if group doesn't participate well in the group work. Finally, the world already functions in groups, such as the police force and unions, without teaching collective study.<ref name="team game tournament"/><!-- applies to whole paragraph. -->