Cooperative learning [1] [2] is a learning approach that emphasis socialization and collaboration amongst students to facilitate learning. Typically, this involves moving students into small groups to work towards a common goal, whether it be a project, assessment, or just to share knowledge. Cooperative learning could be informal (in-class ‘breakout groups’) or formal (group project/assignment) [1]. There are various benefits to this approach [1] [2]:

  • Practice teamwork and communication skills
    • Working in small groups can help build important interpersonal skills as group members need to learn to work together to achieve their shared goals.
  • Improved understanding and consolidation of learning
    • Allows students to discuss information, share their knowledge, challenge one another’s ideas, and learn from different perspectives. Also, it may require students to explain their thoughts and understanding, which supports consolidation of information for both parties (explainers and listeners).
  • Promotes higher-order thinking
    • Encourages students to use the higher levels of learning from Bloom’s Taxonomy [3], namely applying, analyzing, and evaluating information.  

To name a few. Additionally, there are key elements at the basis of collaborative learning: positive interdependence, individual accountability, promotive interaction interpersonal and small-group skills, and group processing/reflection [1].

This approach aligns with our chosen topic as our pod plans to use informal collaborative learning by creating breakout groups for students to discuss their bedtime routines with one another (our topic is about insomnia). The goal of using collaborative learning in this way is to allow students to explore the idea of what good quality sleep through different perspectives and lived experiences, then reflect on their own habits ahead of the lecture. This enables students to demonstrate a higher level of thinking as it requires them to analysis themselves. In turn, this would hopefully motivate students to want to learn more about the topic and how to improve their own routines and habits. Although, this exercise does not align as much with the key elements of cooperative learning mentioned above, it does invoke promotive interaction and group reflection.

References:

[1]         The Education Hub, “An introduction to cooperative learning,” theeducationhub.org.nz. [Online]. Available: https://theeducationhub.org.nz/an-introduction-to-cooperative-learning/ (Accessed : June 1, 2025)

[2]         Education Endowment Foundation, “Collaborative learning approaches,” educationendowmentfoundation.org.uk. July 2021. [Online]. Available: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/collaborative-learning-approaches (Accessed: June 1, 2025)

[3]         University of Arkansas, “Using Bloom’s Taxonomy to Write Effective Learning Objectives,” tips.uark.edu. Jul 26, 2022. [Online]. Available: https://tips.uark.edu/using-blooms-taxonomy/ (Accessed : June 1, 2025)