Week 4 - Cooperative Learning

Cooperative learning is probably the most 'self explanatory' model there is. It is an approach that requires more than an individual to engage in the learning process to maximise its benefits, hence the cooperation of cooperative learning.

As we continue into our fourth week of our fourth year, we are currently experiencing a transition to online learning as we encounter a pandemic as stated in my previous weeks post. However, it is almost ironic as we require a lot of cooperative learning to ensure we can still engage with unit content appropriately and amplify our learning experiences.

Firstly, in terms of the learning domains, the priorities the cooperative approach identifies differs on the task. Gurvitch & Metzler (2010 p.33) forward this notion and highlight the two structures for priority on the focus being either cognitive or psychomotor. Whichever the focus, the first priority is always shared with the affective domain and the second priority being the domain that is not the focus (Gurvitch & Metzler 2010 p.33).

Students that thrive on having the ability to work with others and work well in a collaborative setting generally improve their practice and learning outcomes through this model. Gurvitch & Metzler (2010) link students who great social capabilities as having a greater success within this model than others. However, students can also rely heavily on their peers and therefore students may fall behind as their group members do all the heavy lifting. You may also see students that excel through individual based learning also decrease productivity or development as they work better either on their own, or educators may see a trend that the particular individuals effort doesn't match the outcome as other group members do not have the same standard of work.

Cooperative Learning is more than group work, it's more than working with the person next to you. Cooperative learning supports and extends students’ abilities to complete learning tasks successfully, educators need to play an active facilitator role in the learning process (Goodyear & Dudley 2015). I found that through this week's micro teach the five key elements really stood out to me (appendix 1.1). It was displayed in a clear and succinct manner which in turn deepened my understanding of what cooperative learning entails.

Similarly to the learning domains, how assessment works in cooperative learning depends on the focus. If cognitive, assessments such as multiple choice, fill in the blanks, or definitions and terminology work well. When addressing the psychomotor domain, short skill quizzes, timed completion of events, accuracy tests and standardised skill tests should be used to appropriately assess.

All while the affective domain can be utilised through either focus and assessments can be to regularly monitor teams, observe interactions, compiling a work log, completing team journals that demonstrate reflection or group discussions to enable students to comment of interactions and process of the groups work.

References

Casey, A. and Goodyear, V.A., (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67(1), pp.56-72.

Goodyear, V. and Dudley, D., (2015). “I’ma facilitator of learning!” Understanding what teachers and students do within student-centered physical education models. Quest, 67(3), pp.274-289.

Gurvitch, R. and Metzler, M., 2010. Theory into practice: Keeping the purpose in mind: The implementation of instructional models in physical education settings.Strategies,23(3), pp.32-35.

Image: <https://www.researchgate.net/figure/Main-components-involved-in-the-cooperative-learning-methodology_fig1_311317578>

Appendix

Appendix 1.1