Some GSCC instructors incorporate cooperative learning into their pedagogy, and the practice is of growing interest among others. In this model, instructors provide structured lessons that students complete in small groups; students continue to be assessed individually, but often share an interest in the outcome of the group as well. Researchers have learned that cooperative learning yields great results in terms of student achievement, with more positive attitudes towards self, school, instructor, and peers. Students often learn more effective interpersonal skills and, in addition to the tasks at hand, cooperative learning helps students to develop such life skills as communication, leadership, trust-building, and conflict resolution. Leading thinkers in cooperative learning are the Johnson Brothers (Roger T. and David W.), Robert Slavin, and Shlomo Sharan and Yael Sharan. Instructors who would like to get started with cooperative learning should keep these tips in mind: Groups are teacher-assigned and should be both small (usually 4-6, though size varies with the project and the class) and heterogeneous, representing class make-up. Most importantly, cooperative learning does not replace teaching, but serves to translate and build upon it. An ideal structure would include teaching, then group work, followed up with assessment.

Cooperative Learning resources

Cooperative Learning (Center for Teaching, Vanderbilt University)
http://cft.vanderbilt.edu/teaching-guides/teaching-activities/cooperative-learning

This guide provides excellent resources to a wide range of cooperative learning publications, from a guide (Students Working in Small Groups) to key articles on the topic. There are two case studies where instructors describe their experiences adopting cooperative learning practices into their classrooms.

Cooperative learning (Education Technology Training Center at Kennesaw State University)
http://edtech.kennesaw.edu/intech/cooperativelearning.htm

This page defines cooperative learning as a “teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.” Page also includes references and links.

Teaching Concepts: Cooperative Learning
http://college.cengage.com/education/pbl/tc/coop.html

This review of cooperative learning resources looks at the models of the Johnson Brothers, Slavin, and Sharan and Sharan, comparing and contrasting each. This page includes resources, results, and methods for using cooperative learning in the classroom. (Excerpted from Biehler/Snowman, Psychology Applied to Teaching, 8th ed., 1997, this page is part of Houghton-Mifflin’s Project-Based Learning Space.)

Cooperative and Collaborative Learning Resources
http://www.thirteen.org/edonline/concept2class/w5-resources.html

From Channel Thirteen’s Ed Online, books, articles, and websites that promote collaborative and particularly cooperative learning.

Southern Center for Active Learning Excellence (Scale Institute)
http://fpwww.ph.vccs.edu/cl

Located at Patrick Henry Community College, the Center emphasizes active learning and cooperative learning.

Cooperative learning: two heads learn better than one
http://www.context.org/ICLIB/IC18/Johnson.htm

By Roger T. and David W. Johnson, published in In Context: A Quarterly of Humane Sustainable Culture. Originally published in Transforming Education (IC#18) Winter 1988, Page 34. The article discusses the social and cooperative aspects of learning.