Cooperative+Learning

**Cooperative Learning**

**Content** Although Cooperative Learning could be used across the curriculum, this example will introduce cooperative learning with the use of science content.

**Grade Level** Cooperative Learning can be used at all grade levels, but the following example is given for an 8th grade class.

**Curriculum Standards**
 * SC.O.8.2.11- use the periodic table to locate and classify elements as metallic, non-metallic or metalloid.
 * SC.O.8.2.12- reconstruct development models of the atom (e.g., Crookes, Thompson, Becquerel, Rutherford, or Bohr).
 * SC.O.8.2.13- calculate the number of protons, neutrons, and electrons and use the information to construct a Bohr model of the atom.
 * SC.O.8.2.14- classify elements into their families based upon their valence electrons.

**Description of Practices** When first introducing Collaborative Learning, students should be grouped and given a chance to become familiar with each other. Once team members have become familiar with each other, roles should be decided for each member.
 * The following website gives many ideas for team building/getting to know you activities: []
 * For this cooperative learning activity, the following roles will be necessary:
 * Atomic Number Expert: this person is responsible for finding out all of the information about the group's atomic number for their element.
 * Atomic Mass Expert: this person is responsible for finding out all of the information about the group's atomic mass for their element
 * Electron Expert: this person is responsible for finding out all of the information about the group's electrons for their element.
 * Proton Expert: this person is responsible for finding out all of the information about the group's protons for their element.
 * Neutron Expert: this person is responsible for finding out all of the information about the group's neutrons for their element.

Once roles have been determined, each group will be given a specific element in which they will be studying, creating a model of and presenting to the class. Experts from each group will get together and find out the information about their specific component of the atom (i.e. all atomic number experts will meet together, all atomic mass experts will meet together, etc.) They will find all of the information they can about their given atom component then report their findings back to their original group.

Students will then be able to put all of the information together and begin sketching their make-up of their atom. Once atom has been sketched and check by teacher, students will be able to begin constructing their atom using supplies such as pipe cleaners, wire, Styrofoam balls, craft pom-pom balls, etc.

Together, students will present their atom to the class. Each expert will talk about their component of the atom and any additional information they found.

Through cooperative learning, students were able to find and share information about their element, sketch and construct an atom and present their model and information to the class.

**Implementation Considerations** This strategy would be most useful in a whole group setting. Cooperative Learning allows the teacher to group students in many different ways. Therefore, heterogeneous grouping could allow for the special education and general education populations to work together.

**Example** The following video gives great tips for implementing cooperative learning in the classroom: "http://www.youtube.com/embed/N1c7zklnp6A"

This video could be shown to students before introducing cooperative learning. It provides a humourous way to show the importance of teamwork! "http://www.youtube.com/embed/1qzzYrCTKuk"

**Citation** Kose, S., Sahin, A., Ergun, A., & Gezer, K. (2010). The effects of cooperative learning experience on eighth grade students' achievement and attitude toward science. //Education//, //131//(1), 169-180.