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INTRODUCTION
This paper justifies the importance of building co-operative learning skills and
attitudes in learners throughout the course of teaching and learning process. Co-
operative learning is not just a word that can be explained by one sentence. Many
scholars have different definitions for this concept. According to The active
classroom. (n.d.) defined co-operative learning as a student-centered and instructor-
facilitated instructional strategy in which a small group of students is responsible for
its own learning and the learning of all group members. However, Kagan (1989) as
cited in The active classroom (n.d.), adds to say that in cooperative learning a
teacher designs social interaction structures as well as learning activities. The main
role of this is to allow students to interact with each other in order to achieve a
common-related goal. It is required that a teacher should arrange the students into
smaller groups so that they can be able to discuss various topics and activities that
would eventually prepare and enable them to solve problems that exist in their life
experiences.
Nevertheless, many teachers regard themselves using cooperative learning while
they use group work, Boo et al. 2001 (as cited in Roy 2009). Johnson et al. (1994)
expresses that many teachers who believed that they are using cooperative learning
are mostly to miss the nature of the concept of cooperative learning. Roy (2009)
quoted basic differences of cooperative learning with that of group work, out of the
nine that was introduced by Johnson et al. (1994). Focusing on those differences
mentioned by Roy (2009), Johnson et al. (1994) stated that,
Five basic elements of cooperative learning
1. Cooperative learning is based on positive interdependence between group
members where goals of the group are structured and instilling a mentality that all
members are responsible for their failures and successes of their group. This means
that when given a task as a cooperative group, you all need to take equal part of the
assigned task so that all group members can achieve their maximum expected
goals. All learners need to be clear in their minds that if an individual learner failed to
accomplish a cooperative task, it means that all the cooperative group members
have failed to achieve their expected goals.
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2. Each learner is individually accountable for the work assigned as a group so
they can be given necessary feedback on were to improve in the work that each
individual submitted. This means that a learner has to account for the part that
he/she has submitted in the task given as a cooperative group. For example, a
learner cannot present a work done by other learner of the group while they equally
shared the task. Furthermore, Johnson and Johnson (1999) highlights that the main
emphasis of individual accountability is to enhance the ability of each group member
to be a stronger individual and be able to work on his or her high performance.
3. They all share the responsibility of performing leadership duties. In a
cooperative learning, learners are expected and allowed to take responsibility of their
learning. All learners must play a role of being a leader by taking charge in the
activities assigned to them.
4. It is based on maximising and maintaining good working relationship among
the members of the group and also focuses on goal achievement. This is promoted
when individuals of the same cooperative group assist, support, encourage and
praise each other’s efforts to achieve, Johnson and Johnson (1999). They also
elaborated that face-to-face interactions and accountability actions increases
reasoning, social modelling, social support and interpersonal ability among the
members of the group.
5. Lastly but not the least, cooperative learning promotes certain appropriate social
collaborative and interpersonal skills that students need i.e. to communicate,
trust, lead, resolve conflict and to use critical thinking skills. A Teacher needs to
understand how to cater for cultural, gender, ethnic, language & communication,
conflict management, decision-making skills and other differences among learners
and also be able to create a learning environment that is conducive for learners to
develop strong self-discipline and in which critical and creative thinking is
encouraged.
Cooperative learning technique (Jigsaw)
The following question that can be asked is that, “How can a teacher create this
learning environment by using cooperative learning?”. Even this question does not
have a straight answer because there are several techniques that can be employed
when utilizing this strategy of cooperative learning. Parchment (2009) came up with
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a notion that “understanding what cooperative learning is and which method to use
and when to use it is critical in order to maximize students’ potential and academic
success”. Our focus will be based on applying “Jigsaw” technique as one strategy
that is commonly associated with this form of strategy (cooperative learning). This
type of technique can be defined, in its simplest definition, as a method of organizing
classroom activity that makes students dependent on each other to succeed.
Jigsaw cooperative learning in a classroom
In a classroom, a teacher organises learners into small groups (depending on a
class size) and the assignment or activity will be broken-down into pieces that the
groups are assembled to complete. Then the teacher will break-down the topics of
that assignment according to the number of members in each group (in this instance
there are five groups in a class that consist four members. Then those members with
the same topic in different groups will join other members of other groups with the
same topics.
For example, a teacher assigns a topic about the history of Wandile Botha. Then, he
breaks down the topic into subtopics (early life, school years, university years and
work life). Each group members will be given different subtopics that a teacher has
produced to discuss upon. All the learners with the same subtopic will form new
groups to discuss about their subtopic. In each of the original groups there will be
time-keeper, scriber, group-leader and adviser to establish compliance. After a given
time of discussing these subtopics, members will return to their original groups to
give feedback about the discussion. But before that, each member will have to
present a role that was assigned to them in those “expect groups”. After the
presentations, members will move back to their original groups to conclude the entire
assignment.
Advantages of using cooperative learning
This will be advantageous in a classroom that is organised in a manner uses
“Jigsaw” cooperative learning strategy. It will extremely assist in the establishment
and creation of an environment where every learner will take his or her own
education seriously and every learner will be curious and excited to learn. Colosi and
Zales (1998) expresses that learning will be more actively involving and learners will
rely on each other for information. The role of the teacher will be to facilitate learning
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but not to limit learners from their learning and when they use their point of views.
Critical thinking to learners will be seen as a major content on their learning.
Learners will care for each other more special in the side of their academics. Colosi
and Zales (1998) also states that “Time is allocated differently, allowing for more
student talk and less teacher talk”. This means that there will be a lot that learners
can discuss about and less talk to things that are not important. This form of strategy
also enhances classroom management.
Disadvantages of using cooperative learning
Some authors and scholars view this kind of strategy in a different aspect. Since
there are different techniques of cooperative learning, some of these teachers will be
of the opinion that these techniques promote collaborative learning. Some strategies
do not derive an opportunity of learners to be flexible as other structures. Not all
Most of these strategies deprives an opportunity such aspects of this strategy, other
students are deprived of their cognitive level nor ability to reflex their own expertise.
CONCLUSION
In conclusion it is favourable to say that cooperative learning is a well-established
strategy that is helpful in facilitating the process of teaching and learning. Learners
will be able to solve problems that might come in their physical life experiences. This
kind of strategy together with Jigsaw technique can build people of the nation that
are literate and critical thinkers.
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REFERENCES
Colosi, J. C. & Zales, C. R. (1998). Jigsaw cooperative learning improves biology lab
courses. BioScience. 48(2) February, pg. 118-124.
Johnson, D. W. and Johnson, R. T. (1999). Theory into practice: Building community
through cooperative learning. 38(2), Spring, pg. 67-73.
Johnson, D. W., Johnson R. T., Holubec E. J. (1991). Circles of cooperation in the
classroom. Texas, United States of America: Interaction Book.
Parchment, G. L. (2009). A study comparing cooperative learning methods: Jigsaw &
group investigation (Master’s thesis). Pearson, School of Arts and Science, St. John
Fisher College.
Roy, K. (2009). Teaching strategies for quality teaching and learning. Newcastle,
Australia: Juta South Africa.
The active classroom. (n.d.). Retrieved from
https://www.eduhk.hk/aclass/Theories/cooperativelearningcoursewriting_LBH
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