MODULE 7: COOPERATIVE LEARNING

STRUCTURES (CLS)
TIME FRAME: 3 hours

OBJECTIVES:
At the end of this unit, the students are expected to:
1. Identified cooperative learning structures.
2. Demonstrated how various cooperative learning structures are utilized in teaching mathematics.

CONTENT

Cooperative Learning

Cooperative learning is a student-centered, instructor-facilitated instructional strategy in which small

group of learners working together as a team to solve a problem, complete a task, or accomplish a
common goal. It is also designed to promote productive and mutual learning among a group of students.

Cooperative Learning Structures

Cooperative learning structure in teaching mathematics is an instructional strategy where students work
together in small groups to achieve a common goal, enhancing their understanding of math concepts
through collaboration. Each member is assigned a role, ensuring active participation and accountability.

Example: In the "Think-Pair-Share" technique, students first think individually about a math problem,
then discuss their ideas with a partner, and finally share their solution with the entire class, promoting
deeper understanding through discussion.

The key elements in a cooperative learning structure are:

1. Positive Interdependence: Students rely on each other to achieve a common goal, with
each member's success linked to the group's success.
2. Individual Accountability: Each student is responsible for their contribution, ensuring
that all members actively participate.
3. Face-to-Face Interaction: Direct interaction among students facilitates discussion,
explanation, and support.
4. Interpersonal and Small-Group Skills: Skills such as communication, conflict
resolution, and decision-making are practiced within the group.
5. Group Processing: Reflection on group functioning to improve effectiveness and
address any issues.These groups need to be heterogeneously grouped. Please consider gender
and ability and make sure that each group has an appropriate blend.

Teachers play a critical role in structuring activities, supporting student interactions, and fostering a
positive learning environment.
Common Cooperative Learning Structures in Teaching Mathematics

The following are structured cooperative learning activities which can be used in teaching mathematics:

Round Robin
1. Students sit in a circle.
2. Teacher poses a question or topic for brainstorming. e.g., “Name a platonic solid”
3. The teacher then sets a timer.
4. Students rotate around the circle saying one possible answer each time (without duplicating
previous answers. e.g., hexahedron, tetrahedron.
5. Students are to continue brainstorming until the timer goes off.
6. The teacher listens to responses throughout the structure, and clarifies for understanding if
necessary.
[Students have the option to “pass” one time during the entire structure].

Round Table
Same as Round Robin except this one is silent and students write their responses down on 1 piece
of paper that is passed around the group.

Numbered Heads Together

1. Students are in groups of 4 and are numbered 1-4.
2. Teacher poses a question.
3. Groups huddle together and come up with a common answer.
4. Teacher calls out a number (1-4).
5. The student with that number stands up.
6. The teacher allows each standing student to share the answer that their group came up with.
[This repeats until the questions are finished].

Think-Pair-Share
1. Participants listen to the teacher’s question.
2. Students think of a response.
3. Students pair up with someone and discuss their responses.
4. Finally, each pair share their responses with the whole group. Usually, a time limit is et for each
step.

Pairs Compare
1. Students are with a partner.
2. Teacher poses a topic or question that would spark a brainstorming session and sets a timer.
3. Students take turns providing possible answers to go on their “list.”
4. When the timer goes off, the partner groups pair up with another partner group.
5. The two groups share what is on their lists. As they share, if they hear something that is not on
their original list, they add it. By the end of the sharing session, both groups will have a list that
contains the same items.

Group Discussion
This is the simplest of all cooperative learning structures. At various times during a presentation, ask the
participants to discuss the topic with someone sitting near them. It is a two-step process –talk it over and
share your ideas.
Jigsaw
Just as in a jigsaw puzzle, each piece – each student’s part – is essential for the completion and full
understanding of the whole lesson. If each student’s part is essential, then each student is essential; and
that is precisely what makes this strategy so effective.
1. Put students into home base groups (a group with 5 members).
2. Divide the day’s lesson readings, or problems into five segments.
3. Assign each student to learn only one of the five segments.
4. Move students into expert groups by having one student from each home base group join other
students assigned to the same segment (a teacher may say “all students assigned to segment 1 will
form a group, and so on). They will discuss the main points of their segment and how to present
the information to their home base group.
5. Bring students back to their original home base groups where experts will now teach their
segment.

Inside/Outside Circle
1. Students are divided into two groups – Inside & Outside. The Inside group stands in a circle
facing the walls of the room, creating the “Inside Circle.” The Outside group then goes and stands
(facing) a person in Inside Circle, making an “Outside Circle.”
2. Each student has a card in his/her hand with a question on the front and the answer on the back.
3. Teacher announces which “circle” will go first. For example, the teacher calls out “Inside Circle,
go first.” The students who are in the inside circle show their question card to their outside circle
partner. The outside circle partner answers, and the answer on the back is shown. Then the
outside circle partner shows their question card to their inside circle partner. The inside circle
partner answers and then the answer is shown to them.
4. Techer calls out directions for the group to rotate. Note: Always move in the same direction –
either to the right or left … but stick with one direction. An example of this would be the teacher
saying, “Inside Circle, move to the right 2 spaces.”
5. This continues until the students have had exposure to all or most of the questions in the circle.

Rally Coach
1. Partner take turns, one solving a problem while the other coaches.
2. Setup: Each pair needs on set of challenging problems with one pencil.
3. Partner A solves first problem.
4. Partner B watches and listens, checks, coaches if necessary, and praises.
5. Partner B solves the next problem.
6. Partner A watches and listens, checks, coaches if necessary, and praises.
7. Partners repeat taking turns solving successive problems.
[Variation: Pairs-Check. After solving two problems, pairs check their answers with the other pair in
their team].

Quiz-Quiz-Trade
1. Teacher prepares content review cards or math problems. Older students may generate their own
content review cards or math problems.
2. Student find a partner using Stand Up-Hand Up-Pair Up. The teacher says, when I say go, you
will “stand up, keep your hand up, and pair up.” Students stand up and keep one hand high in the
air until they find the closes partner who is not a base teammate. Students do a “high five” and
put their hands down.
3. Partner A will then quiz Partner B over content review material or a math problem.
4. Partner A coaches, praises, and thanks Partner B.
5. Partner B will then quiz Partner A over different content review material or a different math
problem.
 6. Partner B coaches, praises, and thanks Partner B.
7. When they have both completed their “quizzes,” they trade cards or math problems and go off to
find another partner.
8. For accountability, teachers may set a goal of meeting with a minimum number of partners.

Group Problem-Solving
In this structure, the teacher will assign buddies or groups, and give the students a fairly complex problem
to solve. The students will need to agree, as a group, on the steps, process and final answer. If all students
are engaged in the process, then all will learn some of the steps involved, even If some students are more
advanced than others.

Quiz Show
In a quiz show format, students are divided into heterogenous groups, with students of varying ability
levels in each group. Throughout the unit, the groups will be asked to write down quiz show questions at
different points in the instructional process. At the end of the unit, but before the test, the groups present
their questions to the teacher, who then presents them to all of the groups. The groups compete as a team
against the others in a quiz show using those questions. This activity encourages the students to interact
on a deeper level with unit material. It also fosters excitement about learning.

Activity 7.1

1. What do you think are the purpose, advantages and disadvantages of cooperative learning?
2. What are the key factors to be considered for the effective and successful use of CLS in teaching
mathematics?
3. Which among these aforementioned structures your teachers before have conducted in teaching
mathematics? Share your experiences.
4. Research and discuss another cooperative learning strategy found to be effective in teaching
mathematics, not mentioned above.

Activity 7.2
Lesson Planning with the use of CLS
Select one specific topic (in any High School mathematics). Prepare a lesson Plan and decide
what cooperative learning structure you will use in teaching the topic (you should have a unique
CLS). Design a system of steps/procedure that will demonstrate how you will conduct each
activity.

In addition, create also the learning materials (e.g., flashcards, problem cards, etc.) that will be
used in the said CLS. The following are the structures you will select from: Round Robin, Quiz
Show, Quiz-Quiz-Trade, Jigsaw, Rally Coach, Inside/Outside Circle, Think-Pair-Share,
Numbered-Heads Together, Pairs Share.