Creating conditions for cooperative learning: Basic elements

Abstract

Although a large number of research evidence speak out in favor of cooperative learning, its effectiveness in teaching does not depend only on teacher’s and students’ enthusiasm and willingness to work in such a manner. Creating cooperative situations in learning demands a serious preparation and engagement on the part of teacher who is structuring various aspects of work in the classroom. Although there exist a large number of models and techniques of cooperative learning, which vary in the way in which students work together, in the structure of learning tasks as well as in the degree to which cooperative efforts of students are coupled with competition among groups, some elements should be present in the structure of conditions irrespective of the type of group work in question. Potential effects of cooperation are not likely to emerge unless teachers apply five basic elements of cooperative structure: 1. structuring of the learning task and students’ positive interdependence, 2. individual responsibility, 3. upgrading of "face to face" interaction, 4. training of students’ social skills, and 5. evaluation of group processes. The paper discusses various strategies for establishing the mentioned elements and concrete examples for teaching practice are provided, which should be of assistance to teachers for as much successful cooperative learning application as possible in work with children.

Iako veliki broj istraživačkih dokaza govori u prilog kooperativnog učenja to da li će efekti njegove primene u nastavi zaista biti pozitivni, ne zavisi samo od entuzijazma i dobre volje nastavnika i učenika da rade na ovakav način. Kreiranje kooperativnih situacija za učenje podrazumeva ozbiljnu pripremu i angažovanje nastavnika oko strukturiranja različitih dimenzija rada u odeljenju. Iako postoji veliki broj modela i tehnika kooperativnog učenja, koje variraju u pogledu načina na koje učenici rade zajedno, u pogledu strukture zadatka za učenje, kao i stepena u kome su kooperativni napori učenika udruženi sa takmičenjem između grupa, neki elementi strukture uslova su neophodni, bez obzira o kojoj posebnoj varijanti grupnog rada je reč. Potencijalni efekti saradnje se najverovatnije, neće pojaviti ukoliko nastavnici ne primene pet osnovnih elemenata kooperativne strukture: (1) strukturiranje nastavnog zadatka i pozitivne međuzavisnosti učenika; (2) individualna odgovornost; (3) unapređujuća interakcija "licem u lice"; (4) vežbanje socijalnih veština učenika i (5) vrednovanje grupnih procesa. U radu se diskutuju različite strategije za uspostavljanje pomenutih elemenata, i daju se konkretni primeri za nastavnu praksu, koji bi trebalo da budu od pomoći nastavnicima za što uspešniju primenu kooperativnog učenja u radu sa decom.