About the program

Cooperative learning involves more than students working together on a lab or field project. It requires teachers to structure cooperative interdependence among the students. These structures involve five key elements which can be implemented in a variety of ways. There are also different types of cooperative groups appropriate for different situations.
At Educate, this course is designed and offered as a Teacher Training Workshop.

  • English

Who should attend?
  • Pre-service teachers and experienced teachers.
  • Teachers of primary, secondary and adult learners.
  • Independent English language user (CEFR Level B1 and above)

  • Positive Interdependence
  • Individual Accountability
  • Face-to-Face Interaction
  • Interpersonal and Small Group Social Skills
  • Group Processing

What you will gain         
  • Grouping students accordingly
  • Giving everyone the ownership
  • Making it special for each student
  • Make the students realize their strengths and weaknesses
  • Planning Cooperative Learning Template


Section 1 – Positive Interdependence:
  • Big Project: This is the usual motivation for assigning students to work in groups in the first place, a learning task that a student cannot accomplish alone in a reasonable length of time.
  • Peer Review: Providing students with the opportunity to learn how to provide and received constructive feedback is an important part of process.
  • Ways to promote positive interdependence Section 2 – Individual Accountability:

Section 2 – Individual Accountability:
  • Individuals can be given quizzes and exams. Likewise, parts of group projects can be done independently or randomly drawn students can provide oral/written reports on group results.
  • Within-Group Peer Assessment: Another way to discourage students from letting others do their share of group work is to have students (anonymously) rate their group mates and include the average rating from all of a student’s group mates as part of his or her grade.

Section 3 – Face-to-Face (Promotive) Interaction:
  • Student Roles: Encourage students to interface with multiple parts of the project by assigning roles that require interaction with the rest of the group as they work, such as checking data, keeping the group on task, or keeping records.

Section 4 – Interpersonal Skills:
  • Discussion: It may be helpful to explain to your students why they are working together and how the group can promote their learning.
  • Practice: Give students time to learn to work together before expecting spectacular results from cooperative learning. If you assign students to groups early in the term and let them do a series of projects together, not only will they learn each other’s schedules and particular strengths, they will learn to ask and answer better questions of each other about their projects and progress.

Section 5 – Group Processing:
  • Reflections: It may be worthwhile for group members to write individual, private reflections on their learning after the project, citing which parts of the project and which group members contributed to various discoveries, then bring the group back together to discuss the project. Fink (2003) describes this process of ‘learning how to learn’ as one of five key components that contribute to significant learning experiences as it enables students to become better students, inquire about a subject and construct knowledge and become “self-directing learners.” (p 50-55) For more information about self-reflection in the learning process, see the Cutting Edge website about metacognition.

Before the program
  • The school sends the requirements
  • The course is further tailored

  • No testing is included in this training

  • 4 hours workshop

  • 500 QAR