Abstract
This chapter presents a proposal on how cooperative learning can contribute to the development of cohesion, equity, and inclusion. The proposal has been developed in Spain, from the 1990s up to the present day, with the “Cooperating to Learn, Learning to Cooperate” program and the “Helping to Teach to Cooperate” strategy. In the first part, we will deal with the main scientific references that underlie this proposal, paying special attention to some reviews that analyse the links between cooperative learning and inclusion. In the second part, we will present the Program and the three areas of intervention that it proposes: group cohesion to create cooperative teams, learning in cooperative teams and learning to cooperate in a team, detailing its references, its objectives, the general criteria for its implementation and some advantages and difficulties often pointed out by teachers. In the third part, we will explain the main characteristics of the “Helping to teach to Cooperate” strategy, focussing on how to support teachers in improving cooperative, inclusive educational practices; we will explain the four stages in which the strategy is developed and some thoughts that teachers have had about this process.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Project PAC-1: An Inclusive Didactic Program to help students with diverse educational needs in the classroom. Evaluative research (Reference: SEJ2006-01495/EDUC).
Project: Keys to learning in cooperative teams as a strategy for social cohesion, inclusion, and equity (EDU2015-66856-R).
- 2.
A detailed description of the CLLC program can be consulted at http://cife-ei-caac.com/es/
- 3.
- 4.
The current version can be consulted at http://cife-ei-caac.com/es/asesoramiento/
References
Ainscow, M., Beresford, D., Harris, A., Hopkins, D., Southworth, D., & West, M. (2000). Creating the conditions for school improvement. Routledge. https://doi.org/10.4324/9781315068749
Ashman, A. F. (2008). School and inclusive practices. In R. M. Gillies, A. F. Ashman, & J. Terwel (Eds.), The Teacher’s role in implementing cooperative learning in the classroom (pp. 163–183). Springer.
Ashman, A. F., & Gillies, R. M. (2013). Collaborative learning for diverse learners. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. Donnell (Eds.), Educational psychology handbook series. The international handbook of collaborative learning (pp. 297–313). Routledge/Taylor and Francis Group.
Azorín, C., & Ainscow, M. (2018). Guiding schools on their journey towards inclusion. International Journal of Inclusive Education, 24(1), 58–76. https://doi.org/10.1080/13603116.2018.1450900
Baker, T., & Clark, J. (2017). Modifying status effects in diverse student groups in New Zealand tertiary institutions: Elizabeth Cohen’s legacy for teacher education. Journal of Education for Teaching, 43(3), 338–348. https://doi.org/10.1080/02607476.2017.1321675
Buchs, C., Filippoua, D., Pulfrey, C., & Volpé, Y. (2017). Challenges for cooperative learning implementation: Reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296–306. https://doi.org/10.1080/02607476.2017.1321673
Buchs, C., Dumesnil, A., Chanal, J., & Butera, F. (2021). Dual effects of Partner’s competence: Resource interdependence in cooperative learning at elementary school. Education Science, 11(5), 210. https://doi.org/10.3390/educsci11050210
Elliott, J., & Yu, C. (2008). Learning studies and as an educational change strategy in Hong Kong. Hong Kong Institute of Education.
Fullan, M. (2001). The new meaning of educational change. Routledge.
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian journal of Teacher Educación, 41(3), 39–54.
Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26, 933–940.
Jacobs, G. M., & Renaldya, W. A. (2019). Student centered cooperative learning: Linking concepts in education to promote student learning. Springer Nature.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.
Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in 21st century. Annals of Psychology, 30(3), 841–851. https://doi.org/10.6018/analesps.30.3.201241
Johnson, D. W., & Johnson, R. T. (2016). Cooperative learning and teaching citizenship in democracies. International Journal of Educational Research, 76(1), 162–177.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1993). Circles of learning: Cooperation in the classroom and school. ASCD.
Kagan, S. (1999). Cooperative learning. Resources for teachers, Inc.
Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. Kagan Publishing.
Lago, J. R., & Naranjo, M. (2015). Asesoramiento para el apoyo al desarrollo del aprendizaje cooperativo en los centros. In R. M. Mayordomo & J. Onrubia (Eds.), El aprendizaje cooperativo (pp. 265–303). Universitat Oberta de Catalunya.
Lago, J. R., & Soldevila, J. (2020). Construir el apoyo dentro del aula con aprendizaje cooperativo. Àmbits de Psicopedagogia, 53, 22–33. https://doi.org/10.32093/ambits.vi53.2635
Lago, J. R., Naranjo, M., & Jiménez, V. (2014). Support of the improving process of inclusive education practices: Quality indicators. In Communication submitted at the European conference of educational research.
MacMaster, K. N., & Fuchs, D. (2002). Effects of cooperative learning on the academic achievement of students with learning disabilities: An update of Tateyama-Sniezek s review. Learning Disabilities Research & Practice, 17(2), 107–117.
Parrilla, A., & Daniels, H. (1998). Creación y desarrollo de grupos de apoyo entre profesores. Mensajero.
Pujolàs, P. (2008). 9 ideas clave. Aprendizaje cooperativo. Graó.
Pujolas, P., & Lago, J. R. (2011). El Programa CA/AC (“Cooperar para Aprender/Aprender a Cooperar”) para enseñar a aprender en equipo. Cuadernos de Pedagogía, 428, 24–26.
Pujolàs, P., Lago, J. R., & Naranjo, M. (2013). Aprendizaje cooperativo y apoyo a la mejora de las prácticas inclusivas. Revista de Investigación en Educación, 11(3), 207–218.
Putnam, J. W. (2015). Cooperative learning inclusive classrooms. In E. Kourkoutas & A. Hart (Eds.), Innovative practice and interventions for children and teenagers with psychological difficulties and disabilities. Cambridge Scholars Publishing.
Riera, G. (2010). Cooperar per Aprendre/Aprendre a cooperar (Programa CA/AC). Avaluació d’un programa didàctic per ensenyar a aprendre de manera cooperativa (Unpublished doctoral thesis). Universitat de Vic-UCC.
Rotgans, J. I., & Schmidt, H. G. (2011). Situational interest and academic achievement in the active-learning classroom. Learning and Instruction, 21(1), 85–67.
Schulte, A. C., & Osborne, S. S. (2003). When assumptive worlds collide: A review of definitions of collaboration in consultation. Journal of Educational and Psychological Consultation, 14(2), 109–138.
Sharan, S. (2002). Differentiating methods of cooperative learning in research and practice. Asia Pacific Journal of Education, 22(1), 106–116.
Slavin, R. E. (1995). Cooperative learning: Theory, research and practice (2nd ed.). Allyn & Bacon.
Slavin, R. E. (2012). Classroom applications of cooperative learning. In S. Graham (Ed.), APA handbook of educational psychology (pp. 1–30). American Psychological Association.
Slavin, R. E. (2015). Cooperative learning in elementary schools, education 3–13. International Journal of Primary, Elementary and Early Years Education, 43(1), 5–14. https://doi.org/10.1080/03004279.2015.963370
Soldevila, J. (2015). La inclusió escolar d’un infant amb diversitat funcional: una història de vida. (Unpublished doctoral thesis). Universitat de Vic-UCC.
Stevens, J. R., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students achievement, attitudes, and social relations. American Educational Research Journal, 32(2), 321–351.
Tateyama-Sniezek’s, M. (1990). Cooperative learning: Does it improve the academic achievement of students with handicaps? Exceptional Children, 56, 426–437.
Tharp, R. G., Estrada, P., Stoll, S., & Yamauchi, L. A. (2002). Transformar la enseñanza. Excelencia, equidad, inclusión y armonía en las aulas y las escuelas. Editorial Paidós.
Webb, N. M., Ing, M., Burnheimer, E., Johnson, N. C., Franke, M. L., & Zimmerman, J. (2021). Is there a right way? Productive patterns of interaction during collaborative problem solving. Education Sciences., 11(5), 214. https://doi.org/10.3390/educsci11050214
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Riera, G., Segués, T., Lago, J.R. (2022). Cooperative Learning for Cohesion, Inclusion, and Equity at School and in the Classroom. In: Collet, J., Naranjo, M., Soldevila-Pérez, J. (eds) Global Inclusive Education. Inclusive Learning and Educational Equity, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-031-11476-2_3
Download citation
DOI: https://doi.org/10.1007/978-3-031-11476-2_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-11475-5
Online ISBN: 978-3-031-11476-2
eBook Packages: EducationEducation (R0)