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CATESOL Book Review: Cooperative Learning and Teaching by George M. Jacobs and Harumi Kimura
12/08/2024
Michelle Skowbo
By Ragaa Shenouda and Kara Mac Donald
As teachers we all have set up students to participate in group work, but at times the implementation of the plan didn’t go as we imagined or expected. This book covers everything from why to use cooperative learning to the underlying principles that make such learning work. The focus of the review is on Chapter six through nine, as the authors viewed the first three chapters of the book as very valuable in laying out the basis for cooperative learning, while the following two chapters present foundational principles for effectively implementing it in the classroom. The second half of the book builds on these foundational chapters, and offers content that can be extremely valuable for both novice and veteran teachers. So, a longer summary in these chapters is shared for readers to have a good sense of the chapter’s content.
Chapter One - Introduction
Chapter one is a short chapter that provides a definition of what cooperative learning is and lays out the structure of the book with a summary of the focus of each chapter.
Chapter Two - Why Use Group Activities?
Chapter two advocates for why group activities are beneficial for English language learners, but also addresses common issues that can derail effective group work. Approaches to building student buy-in and cooperation are shared. There are reflection boxes throughout each chapter in the book that engage the reader with the chapter content, but the reflective questions for the reader in this chapter are especially useful for raising awareness of the challenges one faces in his/her specific classroom.
Chapter Three - Preparing for Cooperative Learning Activities
Chapter three discusses how to set up cooperative learning activities but highlights that there are no firm guidelines or rules, only suggestions to foster student engagement with each other and a safe harmonious learning environment. The focus of the chapter is on four mechanisms to promote smooth flowing student interaction. These four considerations are the seating arrangement, group size, rationale for grouping and the activity type.
Chapter Four- Four Teaching Principles for Learning
Chapter four discusses the four principles for effective cooperative learning: i) maximum peer interactions, ii) equal opportunity to participate, iii) individual accountability, iv) positive interdependence. In discussing these, the author highlights the cooperative learning activity design is much more than students sitting together to complete a task.
Chapter Five - Four Teaching Principles for Bonding
Chapter five continues further and addresses the interpersonal skills and attitudes that need to be developed in students for effective and healthy group membership. Students need to have autonomy and work within their group and not continually rely on the teacher for support or answers. Groups need to have a mixture of representation of the class body, whether it be by skill level, interests, gender or first language. Students need to appreciate cooperation and understand the benefits of working together.
Chapter Six - Cooperative Learning and Positive Psychology
Chapter six discusses the intersection of cooperative learning and positive psychology in enhancing the educational experience. The author argues that cooperative learning boosts students' enjoyment and engagement, which is crucial for effective learning. When students find pleasure in their learning, they are more likely to continue practicing and applying their knowledge, leading to sustained growth.
The author emphasizes the importance of creating a holistic learning environment that nurtures aspects of students’ cognitive and emotional development This humanistic approach to education views learning as a means of fostering personal growth, emotional well-being, and positive relationships. Cooperative learning, in particular, helps develop essential social and interpersonal skills: encouraging collaboration, respect for diverse perspectives, and mutual responsibility within group settings.
Additionally, the chapter highlights that when individuals contribute to the success of others within a group, it not only enhances group outcomes but also leads to personal fulfillment. This aligns with positive psychology’s belief that happiness is achieved through contributing to the well-being of others, making Cooperative Learning a valuable tool for building resilient individuals inside and outside the classroom.
What is most helpful about this chapter is the seamless integration of positive psychology with cooperative learning, demonstrating how enjoyment and social interaction drive deeper learning. The focus on developing both cognitive and emotional skills, while fostering collaboration and fulfillment through helping others, makes it a compelling educational approach that extends beyond mere academic success.
This book is very thin and the chapters are short, so it may seem at first glance that it may not have a lot to share with the reader. However, each chapter consists of the fundamentals of organizing successful collaborative group work. It most certainly is a great resource for new teachers that may find that the group activities in their classroom are far from what they imagined when they set up the activity. Veteran teachers can benefit from the book’s discussions as a reminder of the underlying fundamentals that foster true cooperative learning.
Chapter 7- Student-Student Interaction in Virtual Classrooms
In chapter seven, the author explores how teachers can facilitate Cooperative Learning in a virtual environment. While students may feel comfortable participating in group activities in traditional classrooms, this may not easily translate to online settings. Therefore, teachers need to carefully structure activities that encourage participation without constant supervision and allow time for students to build social networks and develop cooperative skills.
The author also emphasizes that planning is even more critical in online teaching than in face-to-face settings. Instructions for online group activities should be clear and simple to ensure that all students understand the process and purpose. Activities should promote collaboration and ensure no student is left out.
Virtual learning, however, brings challenges, such as the need for students to adapt to varying levels of politeness and different tones during negotiations. Students may also need to rely less on verbal communication and learn to interpret non-verbal cues, if the virtual app layout permitted adequate visibility of the teacher and other students. Despite these challenges, virtual environments offer unique opportunities for cooperation, such as teachers posing written questions and integrating students' responses into future activities. Finally, the author highlights the value of incorporating cooperative games like "Pictionary" and "Forward Snowball" to encourage interaction and collaboration in virtual classrooms.
What is most valuable in this chapter is the emphasis on carefully structuring online activities to foster cooperation. The idea that virtual environments require clearer instructions and more intentional planning resonates with me, as it recognizes the unique challenges of online education. The chapter's focus on ensuring no student is left out and on fostering collaboration reflects an inclusive approach, which is essential for successful online learning. Additionally, the suggestion to use cooperative games to promote interaction and engagement adds a practical and fun dimension to virtual learning, making the experience more dynamic and interactive for students.
Chapter 8 - Cooperative Learning and the United Nations’ Sustainable Development Goals
Chapter eight focuses on cooperative learning and its connection to the United Nations' Sustainable Development Goals (SDGs). The UN has proposed 17 SDGs, and successful education aims to prepare students to engage with these goals. Cooperative Learning plays a significant role in this by fostering collaboration and problem-solving, which are essential in working towards the SDGs.
The chapter introduces two collaborative learning techniques that are particularly useful for achieving the SDGs while enhancing students’ language proficiency: group investigation and cooperative debate. Both techniques emphasize student collaboration and active engagement, helping them develop the skills necessary to work toward the Sustainable Development Goals.
The group investigation technique involves students working in small groups to explore a topic, problem, or project. This technique promotes active participation, critical thinking, teamwork, and a deeper engagement with the learning material. It helps students develop problem-solving skills while taking responsibility for their learning.
The cooperative debate technique combines elements of cooperative learning with structured debates. Students are divided into pairs, with each pair assigned a side of the debated issue. This technique fosters critical thinking, effective communication, and argumentation skills while also encouraging collaboration within teams.
This chapter is unique for linking cooperative learning with the United Nations’ Sustainable Development Goals (SDGs). It emphasizes how techniques like Group Investigation and Cooperative Debate can engage students in addressing global challenges while improving their language skills. The chapter highlights education’s dual role in fostering both academic growth and social responsibility, offering practical strategies for contributing to the SDGs.
Chapter 9 - Cooperation Among Teachers
The final chapter emphasizes the importance of peer cooperation among teachers, explaining how it enhances both personal and professional development. By collaborating, teachers can share expertise, exchange new ideas, and solve classroom challenges together, fostering a continuous learning environment. This cooperation not only supports individual growth but also improves student outcomes, as aligned approaches create more cohesive and effective learning experiences.
Additionally, working with peers helps reduce workload by sharing lesson plans and resources, which eases stress and promotes a positive school culture. Ultimately, teacher collaboration builds a strong sense of community, benefiting both educators and their students.
The value of this chapter lies in its emphasis on peer collaboration as a vital tool for professional growth and improved teaching outcomes. It highlights how cooperation among teachers not only enhances their own skills but also creates a more supportive, innovative, and efficient teaching environment. By working together, teachers can solve problems more effectively, reduce individual workload, and, most importantly, provide students with a more unified and engaging learning experience. This chapter reinforces the idea that teaching is a collaborative effort, and that mutual support among educators leads to better results for everyone involved.
Conclusion
With communicative language teaching as a long established teaching approach, student interaction in the classroom is understood as essential for language development and informs lesson design across all proficiency levels. However, this short and very accessible text gives rich insight into effectively designing cooperative learning by addressing the variety of parameters that impact its success.
Michelle Skowbo
Cooperative Learning and Teaching by George M. Jacobs and Harumi Kimura
By Ragaa Shenouda and Kara Mac Donald
As teachers we all have set up students to participate in group work, but at times the implementation of the plan didn’t go as we imagined or expected. This book covers everything from why to use cooperative learning to the underlying principles that make such learning work. The focus of the review is on Chapter six through nine, as the authors viewed the first three chapters of the book as very valuable in laying out the basis for cooperative learning, while the following two chapters present foundational principles for effectively implementing it in the classroom. The second half of the book builds on these foundational chapters, and offers content that can be extremely valuable for both novice and veteran teachers. So, a longer summary in these chapters is shared for readers to have a good sense of the chapter’s content.
Chapter One - Introduction
Chapter one is a short chapter that provides a definition of what cooperative learning is and lays out the structure of the book with a summary of the focus of each chapter.
Chapter Two - Why Use Group Activities?
Chapter two advocates for why group activities are beneficial for English language learners, but also addresses common issues that can derail effective group work. Approaches to building student buy-in and cooperation are shared. There are reflection boxes throughout each chapter in the book that engage the reader with the chapter content, but the reflective questions for the reader in this chapter are especially useful for raising awareness of the challenges one faces in his/her specific classroom.
Chapter Three - Preparing for Cooperative Learning Activities
Chapter three discusses how to set up cooperative learning activities but highlights that there are no firm guidelines or rules, only suggestions to foster student engagement with each other and a safe harmonious learning environment. The focus of the chapter is on four mechanisms to promote smooth flowing student interaction. These four considerations are the seating arrangement, group size, rationale for grouping and the activity type.
Chapter Four- Four Teaching Principles for Learning
Chapter four discusses the four principles for effective cooperative learning: i) maximum peer interactions, ii) equal opportunity to participate, iii) individual accountability, iv) positive interdependence. In discussing these, the author highlights the cooperative learning activity design is much more than students sitting together to complete a task.
Chapter Five - Four Teaching Principles for Bonding
Chapter five continues further and addresses the interpersonal skills and attitudes that need to be developed in students for effective and healthy group membership. Students need to have autonomy and work within their group and not continually rely on the teacher for support or answers. Groups need to have a mixture of representation of the class body, whether it be by skill level, interests, gender or first language. Students need to appreciate cooperation and understand the benefits of working together.
Chapter Six - Cooperative Learning and Positive Psychology
Chapter six discusses the intersection of cooperative learning and positive psychology in enhancing the educational experience. The author argues that cooperative learning boosts students' enjoyment and engagement, which is crucial for effective learning. When students find pleasure in their learning, they are more likely to continue practicing and applying their knowledge, leading to sustained growth.
The author emphasizes the importance of creating a holistic learning environment that nurtures aspects of students’ cognitive and emotional development This humanistic approach to education views learning as a means of fostering personal growth, emotional well-being, and positive relationships. Cooperative learning, in particular, helps develop essential social and interpersonal skills: encouraging collaboration, respect for diverse perspectives, and mutual responsibility within group settings.
Additionally, the chapter highlights that when individuals contribute to the success of others within a group, it not only enhances group outcomes but also leads to personal fulfillment. This aligns with positive psychology’s belief that happiness is achieved through contributing to the well-being of others, making Cooperative Learning a valuable tool for building resilient individuals inside and outside the classroom.
What is most helpful about this chapter is the seamless integration of positive psychology with cooperative learning, demonstrating how enjoyment and social interaction drive deeper learning. The focus on developing both cognitive and emotional skills, while fostering collaboration and fulfillment through helping others, makes it a compelling educational approach that extends beyond mere academic success.
This book is very thin and the chapters are short, so it may seem at first glance that it may not have a lot to share with the reader. However, each chapter consists of the fundamentals of organizing successful collaborative group work. It most certainly is a great resource for new teachers that may find that the group activities in their classroom are far from what they imagined when they set up the activity. Veteran teachers can benefit from the book’s discussions as a reminder of the underlying fundamentals that foster true cooperative learning.
Chapter 7- Student-Student Interaction in Virtual Classrooms
In chapter seven, the author explores how teachers can facilitate Cooperative Learning in a virtual environment. While students may feel comfortable participating in group activities in traditional classrooms, this may not easily translate to online settings. Therefore, teachers need to carefully structure activities that encourage participation without constant supervision and allow time for students to build social networks and develop cooperative skills.
The author also emphasizes that planning is even more critical in online teaching than in face-to-face settings. Instructions for online group activities should be clear and simple to ensure that all students understand the process and purpose. Activities should promote collaboration and ensure no student is left out.
Virtual learning, however, brings challenges, such as the need for students to adapt to varying levels of politeness and different tones during negotiations. Students may also need to rely less on verbal communication and learn to interpret non-verbal cues, if the virtual app layout permitted adequate visibility of the teacher and other students. Despite these challenges, virtual environments offer unique opportunities for cooperation, such as teachers posing written questions and integrating students' responses into future activities. Finally, the author highlights the value of incorporating cooperative games like "Pictionary" and "Forward Snowball" to encourage interaction and collaboration in virtual classrooms.
What is most valuable in this chapter is the emphasis on carefully structuring online activities to foster cooperation. The idea that virtual environments require clearer instructions and more intentional planning resonates with me, as it recognizes the unique challenges of online education. The chapter's focus on ensuring no student is left out and on fostering collaboration reflects an inclusive approach, which is essential for successful online learning. Additionally, the suggestion to use cooperative games to promote interaction and engagement adds a practical and fun dimension to virtual learning, making the experience more dynamic and interactive for students.
Chapter 8 - Cooperative Learning and the United Nations’ Sustainable Development Goals
Chapter eight focuses on cooperative learning and its connection to the United Nations' Sustainable Development Goals (SDGs). The UN has proposed 17 SDGs, and successful education aims to prepare students to engage with these goals. Cooperative Learning plays a significant role in this by fostering collaboration and problem-solving, which are essential in working towards the SDGs.
The chapter introduces two collaborative learning techniques that are particularly useful for achieving the SDGs while enhancing students’ language proficiency: group investigation and cooperative debate. Both techniques emphasize student collaboration and active engagement, helping them develop the skills necessary to work toward the Sustainable Development Goals.
The group investigation technique involves students working in small groups to explore a topic, problem, or project. This technique promotes active participation, critical thinking, teamwork, and a deeper engagement with the learning material. It helps students develop problem-solving skills while taking responsibility for their learning.
The cooperative debate technique combines elements of cooperative learning with structured debates. Students are divided into pairs, with each pair assigned a side of the debated issue. This technique fosters critical thinking, effective communication, and argumentation skills while also encouraging collaboration within teams.
This chapter is unique for linking cooperative learning with the United Nations’ Sustainable Development Goals (SDGs). It emphasizes how techniques like Group Investigation and Cooperative Debate can engage students in addressing global challenges while improving their language skills. The chapter highlights education’s dual role in fostering both academic growth and social responsibility, offering practical strategies for contributing to the SDGs.
Chapter 9 - Cooperation Among Teachers
The final chapter emphasizes the importance of peer cooperation among teachers, explaining how it enhances both personal and professional development. By collaborating, teachers can share expertise, exchange new ideas, and solve classroom challenges together, fostering a continuous learning environment. This cooperation not only supports individual growth but also improves student outcomes, as aligned approaches create more cohesive and effective learning experiences.
Additionally, working with peers helps reduce workload by sharing lesson plans and resources, which eases stress and promotes a positive school culture. Ultimately, teacher collaboration builds a strong sense of community, benefiting both educators and their students.
The value of this chapter lies in its emphasis on peer collaboration as a vital tool for professional growth and improved teaching outcomes. It highlights how cooperation among teachers not only enhances their own skills but also creates a more supportive, innovative, and efficient teaching environment. By working together, teachers can solve problems more effectively, reduce individual workload, and, most importantly, provide students with a more unified and engaging learning experience. This chapter reinforces the idea that teaching is a collaborative effort, and that mutual support among educators leads to better results for everyone involved.
Conclusion
With communicative language teaching as a long established teaching approach, student interaction in the classroom is understood as essential for language development and informs lesson design across all proficiency levels. However, this short and very accessible text gives rich insight into effectively designing cooperative learning by addressing the variety of parameters that impact its success.