Johnson and Johnson's four basic elements of cooperative learning¶

Theory · All theories
Evidence · no claims cited

Description¶

The review presents the Johnsons' account of what distinguishes cooperative learning from ordinary group work: "interdependence among students seeking mutual goals through combined efforts", face-to-face interaction, individual accountability for mastering the material, and appropriate use of interpersonal and small-group skills. Effective implementation also involves specifying objectives, forming appropriate groups, explaining tasks and cooperative methods, monitoring and intervening, and evaluating achievement with student input. The bulletin uses this framework to argue that merely moving desks into groups is not cooperative learning.

Design Implications¶

Context¶

Requirements¶

• A group goal important to the group and individual accountability such that group success depends on each member's learning (Slavin's conditions for achievement effects)

Constraints¶

• All forms of cooperative learning are not equally effective for all goals, per Slavin

Target Learners¶

• K-12 science students

Target Learning Objectives¶

• Academic achievement in science
• Collaborative and social skills

Claims¶

Related Theories¶

• Five basic elements make cooperative learning work: positive interdependence, face-to-face interaction, individual accountability, interpersonal and small group skills, and group processing
• Kagan's PIES principles of cooperative learning
• Cooperative learning as socially structured, mutually accountable group learning

Examples¶

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Key Sources¶

• Blosser, P. E. (1993). Using Cooperative Learning in Science Education. ERIC Clearinghouse for Science, Mathematics, and Environmental Education. https://eric.ed.gov/?id=ED351207