Ideas on Cooperative Learning and the Use of Small Groups
What are some class activities that use cooperative learning?
A. Class discussion with the full class which is led by the instructor.
B. Class discussion with the full class which is led by one or more students.
C. Panel Discussion before the full class.
D. Debate Discussion before the full class.
E. Student Centered Discussions
The instructor sits in the discussion but plays a minor role and encourages the group to take over the
leadership functions. The instructor models thinking skills and reinforces students who think.
F. Developmental Discussion
Teacher divides the discussion into four clear categories so that discussion is focused on one step at a
time. The steps:
a. Formulate the problem (clarify what the problem is)
b. Suggest hypotheses
c. Obtain relevant data
d. Evaluate various solutions (critical thinking).
(McKeachie, 1994, Teaching tips: A guidebook for the beginning college teacher (ninth ed.).
Lexington, MA: D. C. Heath. pp. 33-34)
G. The Inner Circle (The Fishbowl Technique)
With classes up to 30, half of the class moves into a small circle in the middle of the classroom with the
rest of the class in a larger circle. The inner group then discusses the topic with the outside group
listening. The groups can then be changed so that the outside group has to listen carefully to be able to
carry on the discussion. The focus can be on applying thinking skills to whatever topic is being discussed.
Or the class can be divided into several groups (4 to 8 students) and groups take turns being in the inner
circle. (McKeachie, 1994, p. 45)
H. Leaderless Small Group Discussions
The class is divided into several small discussion groups (4 to 6 students) which are given a task and then
allowed to function on their own. The teacher does not belong to any one group. Students can learn to
think and later apply what they have learned.
1. Some teachers move around the classroom listening to groups, some drop into groups and
participate a little, while other teachers let the groups function on their own.
2. Some instructors answer questions after the group activities but do not monitor the group
activities.
3. Some instructors keep the same groups through the entire course, some make changes once or
twice, some allow students to change at midsemester, while some use these groups for a topic and
then change membership. (McKeachie, 1999, pp. 160-161)
I. Buzz Groups
Class is divided into small groups (4 to 8) who are given a short period of time to discuss a problem and
come up with one or two ideas to report to the full class. (McKeachie, 1994, pp. 44-45) This type of
group is used often with problem solving and creativity. The buzz group can be used with critical thinking
skills.
J. Circle of Knowledge or Roundrobin or Roundtable
Class is divided into small groups (4 to 6) with one person appointed as the recorder who writes down the
answers of the group members. A question with many answers is posed to all groups. The person next to
the recorder starts and each person in the group in order gives an answer until time is called. Ordinarily a
short time period is used since this approach is best used with reviewing of previous knowledge. (from a
handout with no name or date). In Roundtable each student writes their own answers in turn. Roundrobin
for older students is called Sharearound with answers being given verbally with no recording. (Spencer
Kagan, 1987, Resources For Teachers, Laguana Niguel, CA: author.)
K. Brainstorming
The class is divided into small groups with a recorder. Group members are asked to produce ideas as fast
as possible. Evaluation of ideas is not allowed, only the production of ideas. Brainstorming is used for
creativity and problem solving.
L. Case Studies
The class is divided into small groups with a leader and recorder. A single event, incident, situation, or
story is used. Students are given a set of questions to answer which involves both recall of facts and
application of thinking skills. The leader keeps the group on track and the recorder writes down the
answers.
M. Group Retellings
Groups of 2, 3, or more each read a different selection on the same topic. Students then retell what they
have read to their group. (Karen Wood, October 1987, Fostering cooperative learning in middle and
secondary level classrooms, Journal of Reading, 10-18.)
N. Cooperative Learning - Pairs
Students work in pairs over specified material. Both read and study the material. Prompts indicate when to
talk and summarize. One partner verbally summarizes what was studied while the other partner with the
material available corrects errors, clarifies concepts, and helps the partner elaborate. Then on the next
material the roles change. (Wood, p. 13; Judith Lambiotte et al., 1987, Manipulating cooperative scripts
for teaching and learning. Journal of Educational Psychology, 79, 4, 424-430)
O. Research Grouping
Groups of 4 or 5 students are assigned a topic which involves research. The group leader helps the group
decide who will do what part of the research so that the topic is covered. (Wood, p. 15)
P. Cooperative Teaching
Students work in pairs over specified material. One partner reads one-half of the material while the other
partner reads the other one-half. Each partner then teaches her partner (Lambiotte, p. 426)
Q. Jigsaw Method
Groups with five students are set up. Each group member is assigned some unique material to learn and
then to teach to his group members. To help in the learning students across the class working on the same
sub-section get together to decide what is important and how to teach it. After practice in these "expert"
groups the original groups reform and students teach each other. (Wood, p. 17) Tests or assessment
follows.
R. Jigsaw II. Rather than having students study one source, several sources are available. (Kagan, p. 188)
S. Numbered Heads
1. Team of four, each given numbers of 1 ,2, 3 ,4.
2. Questions is asked of the group.
3. Group works together to answer the question so that all can verbally answer the question.
4. Teacher calls out a number (two) and each two is asked to give the answer. (Kagan, p. 142)
T. Interview
1. Team of four members.
2. Question is asked which allows for different responses.
3. A talks to B while C talks to D.
4. Then B talks to A while D talks to C.
5. Each student then reports to the other two what he heard from his partner. (Kagan, p. 175)
U. Paraphrase Passport
Before a speaker can give his own ideas, he must summarize the ideas of the previous speaker. (Kagan, p.
103)
V. Think-Pair-Share
a. A question is asked of the class.
b. Time is given for individual thinking.
c. Students are put into pairs to discuss their answers.
d. The teacher calls on some pairs to share their thinking with the class. (Kagan, p. 177).
W. Partners
a. Class is divided into teams of four.
b. Partners (two of each team) move to one side of the room.
c. Half of each team is given an assignment to master to be able to teach the other half.
d. Partners work to learn and can consult with other partners working on the same material.
e. Teams go back together with each set of partners teaching the other set.
f. Partners quiz and tutor teammates.
g. Team reviews (processes) how well they learned and taught and how they might improve the
process.
h. Teacher gives quiz for individual assessment. (Kagan, p. 185)
