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Positive Interdependence

While working in their groups each student has to make a contribution towards the common/group goal or a task

Individual Accountability
Every individual student is accountable for contributing towards the group as well as mastering the material that must be learned by the group

Group Processing
Students must set the goals as a group, assess their progress and decide on any changes that are required

Social Skills
Students are encouraged and supported in developing social skills. They are encouraged to develop leadership, communication and conflict management skills.

Face - to -Face Promotive Interaction
While some of the group work is carried out individually, some must be carried out in a group. During these tasks students are encouraged to support, help and teach each other (Li & Lam, 2013).

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Dunn, S. E., & Wilson, R. (1991). Cooperative learning in the physical education classroom. Journal of Physical Education, Recreation, & Dance, 62 (6), 22-28.

Dyson, B., Griffin, L. L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: theoretical and pedagogical considerations. Quest, 56, 226-240

Glatthorn, A. A. (1993). Learning twice: an introduction to the methods of teaching. New York: Harper Collins.

Goodwin, M. W. (1999). Cooperative learning and social skills: What skills to teach and how to teach them. Intervention in School & Clinic, 35 (1), 29-33.

Hjelm, B., & Stork, S. (2006). Really easy sensational physical education cooperative tasks. Teaching Elementary Physical Education, 17, 59-62

Luttrell, S. & Chambers. F. (2013)  Senior Cycle Physical Education Curriculum & Instructional Models Pathways for Teacher Implementation. Dublin: eprint.ie Ltd

Siedentop, D., & Tannenhill, D. (2000). Developing teaching skills in physical education. Mountain View, CA: Mayfield Publishing Company

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The goal of physical education is student learning through active participation and engagement with topics (Lund & Tannehill, 2005). Student learning is accomplished when students master the content and similarly the purpose of cooperative learning.is to master content, and produce social and affective outcomes (Siedentop & Tannehill, 2000).

In addition, all three learning domains are addressed  through this instructional model, with the affective domain being the most targeted, due to the collaborative nature of activities.(Hjelm & Stork, 2006), which Glatthorn (1993) observes has indications of positive impacts on motivation for learning. Cooperative learning is a student- centered model and the teacher becomes the facilitator, which puts the responsibility for learning on the student (Dyson, Griffin, & Hastie, 2004). Two reasons why the use of cooperative learning are unlimited because cooperative learning is the foundation for many lessons in physical education, and the social aspects from cooperative learning found in many physical education activities (Kelly & Melograno, 2004). The elements and skills learned from cooperative learning are transferred over to other instruction formats that are used in physical education. Students need to practice and develop an understanding for the elements and skills in cooperative learning because they are life long skills that can be used for any group work. Elements and skills learned from cooperative learning can be transferred to situations students face outside of school. These elements and skills will help students to work effectively in groups. Students will learn to work together and accomplish the task. Students will learn to understand and accept differences in ideas, opinions, beliefs, and perspective and still be able to come to a group agreement.

"Co-operation enhances learning in many ways. Weak students working individually are likely to give up when they get stuck; working cooperatively they keep going. Strong students faced with the task of explaining and clarifying material to weaker students often find gaps in their own understanding and fill them in" (Felder & Brent, 2007, p.1), which is why I made the groups, with this logic in mind, so I will try to mix the stronger students amongst the groups, to ensure that each individual was being challenged, without obviously doing so, in a manner that would embarrass the weaker students.

Dance was my choice for this instructional model, as I believe that students are offered an opportunity to express themselves through creation, and can in turn share this with their peers, thus validating their creations and allowing them to gain confidence in their ability to contribute in group settings.

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What do students gain from the Co-operative Learning model?

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What do students gain from the Co-operative Learning model?

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How does Co-operative Learning look in practice?

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How does Co-operative Learning look in practice?

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Cooperative Learning Model: Strategies & Examples

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Co-operative Learning