Information:
In this lesson, we are going to look into how cooperative learning is an inclusive pedagogy. In Today’s diverse classrooms, fostering inclusion is not just a goal — it’s a necessity. Cooperative learning offers a powerful pedagogical approach that actively promotes inclusion by encouraging students to learn with and from one another.
Rooted in the principles of social cohesion, social interdependence theory, and five essential elements—positive interdependence, individual accountability, promotive interaction, social skills, and group processing—cooperative learning transforms classrooms into communities where every student has a voice and a role.
Reminder:
Cooperative learning is more than just putting students into groups. It’s a structured strategy that supports all learners, regardless of background, ability, or learning style.
Information:
When implemented effectively, cooperative learning can reduce social barriers, build empathy, and create a sense of belonging. It helps students develop both academic and social skills, preparing them for life in a diverse society.
In this lesson, we’ll explore how cooperative learning supports inclusion through two classroom-based examples: The Jigsaw Classroom and Complex Instruction.
Example 1: The Jigsaw Classroom
The Jigsaw method was developed in the 1970s by Elliot Aronson to reduce racial conflict in newly desegregated schools. Each student becomes an “expert” on one part of a topic, first learning in expert groups, then teaching their part to their original group.
This structure values every student’s contribution and builds trust and cooperation. Research shows it improves learning and reduces tension between students from different backgrounds.
Example 2: Complex Instruction
Developed by Elisabeth Cohen in the 1980s, Complex Instruction promotes equity in diverse classrooms. It includes:
This model ensures all students have access to learning and can succeed, regardless of background or ability.
Information: Although cooperative learning has existed for decades, it remains highly relevant. It assists students in developing academic skills, social skills, and the ability to collaborate—attributes essential for both school and life. John Dewey believed classrooms should mirror society. Learning to live and work with others is a vital part of education.
Inclusive learning environments are supported by international frameworks like the Salamanca Statement, which emphasizes the importance of inclusion in education. Research by Ferguson-Patrick (2014) shows that cooperative learning fosters democratic classrooms, where students communicate, participate, and learn together. Johnson & Johnson (2014) describe cooperative learning groups as small examples of democracy in action.
By using cooperative learning, teachers help students experience collaboration and inclusion in everyday classroom life. It’s a way to “think globally, act locally”—building a more inclusive and cooperative society, starting in the classroom.
Explore these resources to learn more about inclusive cooperative learning strategies:
Interested in learning more and participating in a global forum of cooperative learning enthusiasts? Check out the webpage of this forum, named Network of International Cooperative Learning Educators and Enthusiasts (NICLEE). https://2020niclee.com/
Literature used to develop the module for further reading:
Aronson, E., Stephan, C., Sikes, J., Blaney, N., & Snapp, M. (1978). The jigsaw classroom. Sage.
Cohen, E. G. (1994). Designing groupwork: Strategies for the heterogeneous classroom (2nd ed.). Teachers College Press.
Dede, C. (2010). Technological supports for acquiring 21st century skills. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (3rd ed., pp. 158–166). Elsevier.
Deutsch, M. (1962). Cooperation and trust: Some theoretical notes. In M. R. Jones (Ed.), Nebraska Symposium on Motivation (pp. 275–320). University of Nebraska Press.
Ferguson-Patrick, K. (2014). Developing an inclusive democratic classroom “in action” through cooperative learning. Education Research and Perspectives, 41, 1–23. https://files.eric.ed.gov/fulltext/ED542298.pdf
Ferguson-Patrick, K., & Jolliffe, W. (2018). Cooperative learning for intercultural classrooms: Case studies for inclusive pedagogy. Routledge
Johnson, D. W., & Johnson, R. T. (2008). Cooperative learning: The five pillars of cooperative learning. University of Minnesota, Cooperative Learning Center.
Johnson, D. W., & Johnson, R. T. (2013). The impact of cooperative, competitive, and individualistic learning environments on achievement. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 372–375). Routledge.
Johnson, D. W., Johnson, F. P., & Johnson, Frank P. (2014). Joining together: group theory and group skills (11th ed.). Pearson.
Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in 21st century. Anales de Psicología, 30(3), 841–851. https://doi.org/10.6018/analesps.30.3.201241
Jolliffe, W. (2007). Cooperative learning in the classroom: Putting it into practice. SAGE Publications Ltd, https://doi.org/10.4135/9781446213971
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education.