Cooperative learning is a teaching procedure embedded with specific learning strategies which allow students to learn through social interaction (Johnson & Johnson, 2009). Initially, when I heard about cooperative learning, I thought it was simply about placing students in groups. I realized the importance of this learning theory as I researched the benefits of changing the instructor’s role from a strictly top-down to a student-student approach. By working together in groups, cooperative learning ensures that learners can both listen and communicate with their peers as they work together to solve a problem (Brame & Biel, 2015). This is opposed to a traditional teaching style where the students are given a plethora of information from the teacher and then attempt to retain the information independently. Since learning occurs by building new synapses in the brain, practicing recalling that information can help strengthen those connections (Sorensen-Unruh, 2019). Therefore, communicating information through a social environment can help students recall information, and learn through the interaction (Brame & Biel, 2015). 

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The theoretical underpinnings of cooperative learning are based on the social interdependence theory. The positive type of social interdependence occurs when individuals in a group can depend on each other to achieve a common goal (Johnson & Johnson, 2009). The cooperative learning environment creates individual accountability for the outcome as scores are given individually and as a group (Brame & Biel, 2015). As a result, there is a promotive interaction, meaning the students will encourage and help each other achieve the goal (Johnson & Johnson, 2009).

I think that the cooperative learning approach could align with my group’s planned interactive learning resource. Our topic surrounds identifying different types and triggers of stress and learning various strategies to help manage emotional and physical stress. Since our learning resource is aimed at elementary students, I think placing learners in groups can benefit knowledge retention. After the students review the content, they can discuss with their peers the strategies they learned and which ones they may use in their lives. Consequently, this approach can strengthen their interpersonal and group processing skills.

References

Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. https://doi.org/10.3102/0013189X09339057


Sorensen-Unruh, C. (2019). 5R Adult Learning Assignment 5: Learning – The Neuroscience and The Neuromyths. Retrieved from https://clarissasorensenunruh.com/2019/04/20/5r-adult-learning-assignment-learning-the-neuroscience-and-the-neuromyths/