Chapter III: Understanding Cooperative Learning

Structures (CLS)
Lesson I: Cooperative Learning Structures (CLS)
Objective:
Understand the theoretical foundations, key elements, and types of Cooperative
Learning Structures (CLS), and identify their benefits and challenges.

Pre-Test
Directions: Read the question carefully and choose the best answer.
1.What is Cooperative Learning?
A) A method where students learn independently.
B) An instructional strategy where small groups of students work together on a
common task.
C) A type of teacher-centered lecture.
D) A technique where students teach each other one-on-one.
2.Which of the following is NOT one of the five basic elements of successful
small-group learning according to Johnson and Johnson (1999)?
A) Positive Interdependence
B) Face-to-face Interaction
C) Competitive Environment
D) Individual and Group Accountability
3.In Cooperative Learning, what is meant by "Positive Interdependence"?
A) Students are competitive and strive to outperform each other.
B) Students feel responsible for their own and the group’s effort.
C) Students work independently without considering the group’s success.
D) Students are assigned separate tasks with no need for collaboration.
4.What role does "Group Processing" play in Cooperative Learning?
A) Group members focus solely on individual tasks.
B) Group members analyze their own and the group's ability to work together.
C) Group members avoid discussing their progress.
D) Group members are not involved in evaluating group dynamics.
5.Which of the following is a challenge of using Cooperative Learning?
A) Managing individual work in isolation.
B) Releasing control of learning.
C) Avoiding group discussions.
D) Ensuring students work independently.
 Lesson I: Cooperative Learning Structures (CLS)

Introduction
Cooperative Learning, also known as small-group learning, is an
instructional approach where students collaborate on tasks to enhance their
learning experience. This method is grounded in theories that emphasize the
social nature of learning, such as Social Interdependence Theory and
Constructivist Theory. By working together, students not only accomplish shared
goals but also develop crucial interpersonal skills. The discussion explores the
theoretical underpinnings of cooperative learning, its core components, types,
benefits, and potential challenges.

Discussion
Cooperative Learning, sometimes called small-group learning, is an
instructional strategy in which small groups of students work together on a
common task. The task can be as simple as solving a multi-step math problem
together, or as complex as developing a design for a new kind of school. In some
cases, each group member is individually accountable for part of the task; in
other cases, group members work together without formal role assignments.

Cooperative learning structures are pedagogical strategies designed to

promote student interaction, engagement, and learning through collaboration.
These structures are rooted in the idea that learning is a social process, and that
students can benefit greatly from working together.

Theoretical Foundations

Social Interdependence Theory: This theory posits that individuals achieve

their goals more effectively when they work together rather than in isolation.
Cooperative learning structures leverage this interdependence by creating
scenarios where students must rely on each other to succeed.

Constructivist Theory: Constructivists like Vygotsky argue that knowledge is

constructed through social interaction. Cooperative learning supports this by
allowing students to negotiate understanding and construct knowledge
collaboratively.

According to David Johnson and Roger Johnson (1999), there are five basic
elements that allow successful small-group learning:
1. Positive Interdependence: Students feel responsible for their own and the
group's effort.

2. Face-to-face interaction: Students encourage and support one another; the

environment encourages discussion and eye contact.

3. Individual and group accountability: Each student is responsible for doing

their part; the group is accountable for meeting its goal.

4. Group behaviors: Group members gain direct instruction in the

interpersonal, social, and collaborative skills needed to work with others occurs.

5. Group processing: Group members analyze their own and the group's ability
to work together.

Types of Cooperative Learning Structures

Formal Cooperative Learning: This involves structured groups where students

work on specific tasks or projects over a longer period. Teachers provide explicit
instructions, set goals, and evaluate student performance. Examples include
group projects, lab work, or long-term research assignments.

Informal Cooperative Learning: These are short-term interactions used to

facilitate immediate learning. They can be as simple as think-pair-share activities
or brief group discussions meant to clarify or deepen understanding of the
material.

Base Groups: These are stable, long-term groups designed to provide ongoing
support for students. They often consist of diverse members and serve as a
consistent support system throughout a course or semester.

Benefits of Cooperative Learning

 Enhanced Understanding: Collaborative work can lead to deeper

understanding as students explain concepts to one another and consider
different perspectives.
 Improved Social Skills: Students develop important interpersonal skills
such as communication, negotiation, and teamwork.
 Increased Motivation: Working in groups can increase student motivation
and engagement, as students often feel a sense of responsibility toward
their peers.
 Preparation for Real-World Skills: Cooperative learning prepares students
for the collaborative nature of many professional environments.

Cooperative learning changes students' and teachers' roles in classrooms.

The ownership of teaching and learning is shared by groups of students, and is
no longer the sole responsibility of the teacher. The authority of setting goals,
assessing learning, and facilitating learning is shared by all. Students have more
opportunities to actively participate in their learning, question and challenge
each other, share and discuss their ideas, and internalize their learning. Along
with improving academic learning, cooperative learning helps students engage in
thoughtful discourse and examine different perspectives, and it has been proven
to increase students' self-esteem, motivation, and empathy.

Some challenges of using cooperative learning include releasing the control

of learning, managing noise levels, resolving conflicts, and assessing student
learning. Carefully structured activities can help students learn the skills to work
together successfully, and structured discussion and reflection on group process
can help avoid some problems.

Summary
Cooperative Learning Structures (CLS) involve students working together in
small groups to achieve common objectives, from solving math problems to
developing project designs. Theoretical foundations such as Social
Interdependence Theory and Constructivist Theory support the effectiveness of
this approach by highlighting the advantages of collaborative learning. Key
elements for successful cooperative learning include positive interdependence,
face-to-face interaction, individual and group accountability, group behaviors,
and group processing. Types of cooperative learning include formal, informal,
and base groups, each serving different educational purposes. Benefits of
cooperative learning include enhanced understanding, improved social skills,
increased motivation, and better preparation for real-world collaborative work.
However, challenges like managing noise levels and assessing student
performance need to be addressed through well-structured activities and
reflection.
Post-Test
Directions: Read the question carefully and choose the best answer.
1. Which of the following best describes Cooperative Learning?
A) A strategy where students work alone on different tasks.
B) An approach where students collaborate in small groups on a shared task.
C) A method where the teacher provides all the answers to students.
D) A technique that involves students teaching one another individually.
2. Which of the following elements is NOT part of Johnson and Johnson’s five
basic elements of successful small-group learning?
A) Positive Interdependence
B) Face-to-face Interaction
C) Competitive Ranking
D) Individual and Group Accountability
3. How does "Face-to-face Interaction" contribute to the effectiveness of
Cooperative Learning?
A) It allows students to avoid interacting with others.
B) It ensures students work separately on their individual tasks.
C) It encourages students to support and encourage each other through
discussion and eye contact.
D) It requires students to focus solely on written assignments.
4.What are some benefits of Cooperative Learning beyond improving academic
performance?
A) Increased competition among students.
B) Higher levels of student self-esteem, motivation, and empathy.
C) Reduced opportunities for students to discuss and share ideas.
D) Decreased engagement in thoughtful discourse.
5. Which of the following strategies can help address challenges in Cooperative
Learning, such as managing noise levels and resolving conflicts?
A) Allowing students to work completely independently.
B) Avoiding any structured group activities.
C) Implementing carefully structured activities and structured discussion for
group process.
D) Reducing opportunities for students to reflect on group dynamics.

References

Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone:

Cooperative, Competitive, and Individualistic Learning. Allyn & Bacon.

https://www.teachervision.com/professional-development/cooperative learning?
page=2

Answer key:

Pre-test: Post test:

1.B 1.B

2.C 2.C

3.B 3.C

4.B 4.B

5.B 5.C
 Lesson II: CLS in Mathematics Teaching
Objectives:
Identify and describe ten Cooperative Learning Structures (CLS) and their
applications in mathematics teaching.

Pre-Test
Directions: Read the question carefully and choose the best answer.
1. Which Cooperative Learning Structure involves students discussing a problem
and then sharing their group's findings based on randomly selected group
numbers?
A. Round Robin
B. Numbered Heads Together
C. Stand Up, Hand Up, Pair Up
D. Jigsaw
2. In which structure do students rotate in sharing answers with their group,
while the teacher sets a timer for each turn?
A. Timed Pair Share
 B. Rally Coach
C. Corners
D. Cooperative Graffiti
3. What is the primary goal of the Jigsaw structure in cooperative learning?
A. To have students write collaboratively on a single paper
B. To have students work individually and then share answers
C. To have students become experts on different topics and then teach their
peers
D. To have students discuss and then move to different corners of the room
4. Which structure is best used for brainstorming or reviewing by having
students write on a large piece of paper?
A. Round Table
B. Numbered Heads Together
C. Stand Up, Hand Up, Pair Up
D. Cooperative Graffiti

5. In the Rally Coach structure, what role does one student play while the other
solves a math problem?
A. The Solver
B. The Evaluator
C. The Coach
D. The Observer
 Lesson II: CLS in Mathematics Teaching
Introduction
Cooperative Learning Structures (CLS) are effective pedagogical tools that
enhance student engagement and interaction in the classroom. These strategies
promote collaborative work, allowing students to discuss, solve problems, and
learn from each other. This lesson focuses on applying ten specific CLS strategies
in mathematics instruction, showcasing how these techniques can foster a
dynamic and inclusive learning environment.

Discussion
Cooperative Learning is a great strategy to use in every classroom. It
doesn't matter the age or ability of the students, cooperative learning can be
used. Cooperative learning gives students a way to learn and use communication
skills. It allows more students to talk and engage in the subject at once, rather
than the traditional one student answers the teacher's question.
 Cooperative Learning structures are content free strategies for students
to engage and discuss in the classroom. These structures can be used in any
subject matter and any lesson you are doing.

10 Cooperative Learning Structures that you can use in a Mathematics

class

1. Numbered Heads Together

In the group, a heads together is everyone in the group talking and

discussing. A teacher can use this one to have the students discuss a problem or
discuss something about a specific topic. The teacher will give the students a set
amount of time or just see how much time they need if they are continuing to
have a good conversation. When time is up, the teacher will use our quiet signal
to get their attention back. Next, you as a teacher will call a number. Each
student in the group is numbered from 1 to 4 (depend on the number of members
per group). The teacher can use any method to pick a number and ask a student
who had that number in his/her group to stand up. Then, ask them what they
discussed in their group to share with the whole class. This is a super easy
structure to master. It is simple and the students can discuss for a short amount
of time or even a long amount of time.

Benefits:

 Encourages equal participation, as every group member may be called

upon.
 Promotes in-depth discussion as students must collectively agree on their
answer.
 Ensures that all students are engaged in the learning process.

Mathematics Application:

In a math class, this could be used to solve complex problems or discuss

mathematical strategies. For example, a group might work together to solve a
multi-step algebra problem, then one student explains the solution process to the
class.

2. Round Robin

This is a great structure to use if each student has answered a question

independently like on a worksheet or paper. This structure has each group
member stand and share with the group, when they are done they will sit and the
next student will stand up and talk. When everyone has shared, the teacher
usually tell them to just have a heads together to discuss until all the groups are
done. You will know when all the groups are done because no student will be
standing.
 Another way to do this is to time each rotation. So you will put 1 minute(it
depends upon the teacher) on the timer for number 1, when it is over, the
teacher will reset the timer and number 2 will stand and share.

Benefits:

 Provides every student an opportunity to contribute.

 Helps build communication skills as students articulate their thoughts.
 Encourages active listening as students wait for their turn.

Mathematics Application:

This structure is useful for brainstorming solutions to a problem or sharing

different approaches to solving a math problem. For example, students might
take turns sharing different methods to solve a set of equations.

3. Think Pair Share (Partners)

This is a great structure if you want students to share or discuss with one
other student. For this structure, you will ask a question and tell each student to
think about it. Next, tell them to turn to their partner and share what they are
thinking. It is important to give time to think so students are prepared to share.

Also, you can have shoulder partners and face partners. Shoulder partners
are who the students are sitting beside. Face partners are who the students are
sitting in front of. It is good to switch up who the students share to every so
often.

Benefits:

 Allows students to organize their thoughts before discussing them.

 Provides a lower-stakes environment for students to test their ideas.
 Encourages collaborative problem-solving and peer feedback.

Mathematics Application:

This structure can be used for solving a problem where students first
consider their solution independently, then discuss their approach with a partner,
and finally share their results with the class. For example, students might
individually solve a geometry problem, then pair up to compare methods, and
present their solutions to the class.

4. Timed Pair Share

This is very similar to Think Pair Share, but set a timer for how long the
students have to discuss. So, give students a chance to think. Then, tell them
they will need to share with a partner for a set amount of time, like 2 minutes.
Also, you can tell the first partner they have a minute to discuss. After the minute
timer goes off, the next partner will get a minute to share.

Benefits:

 Encourages focused, time-bound discussions.

 Allows for structured sharing and feedback.
 Helps students practice concise communication.

Mathematics Application:

Students might discuss their solutions to a math problem or a strategy for

solving a complex equation within a time limit, then rotate partners to gain
different perspectives.

5. Corners

This is a great structure to use for review or opinion type questions. You can
use the four corners of your classroom or even 2 or 3. You will give an option for
each corner of your room. Then you will have students move to that corner for
their answer. For example, you could do an A, B, C, D type question and each
corner is one of the answers. When students do this, you might have them
discuss what they like about the corner that they choose and later share with the
class.

Benefits:

 Increases engagement with physical movement.

 Explores different viewpoints and solutions.
 Stimulates discussion and justification.

Mathematics Application:

For a lesson on solving quadratic equations, each corner represents a

different method (factoring, completing the square, quadratic formula). Students
move to the corner with their preferred method, discuss the advantages of their
approach, and then compare results with others.

6. Jigsaw

This is a great structure to use for a group project or class research.

Sometimes you can use this for your students to read sections of a text. Each
student in a group will be assigned a different topic. All numbers 1's in the class
will have the same topic. They will meet together to discuss their topic. Then
return to their original group to discuss what they learned. Then, you can do a
timed round robin to have the students share what they learned to the group.
The teacher might even have a couple of students share to the class.
Benefits:

 Encourages students to take responsibility for their learning.

 Promotes deep understanding of individual topics.
 Fosters collaboration as students must teach each other.

Mathematics Application:

In a math class, students could each become experts on different types of

geometric shapes or algebraic methods. They would then teach their group
members about their assigned topic, leading to a comprehensive understanding
of the subject.

7. Rally Coach

This is a great structure to use in math. Students will work in partners and
one student will be the "coach" while the other student does the math problem
and then they will switch. Basically, one student will do a problem and the other
student will tell them what to do or evaluate how they did it. Then, they will
switch and the other student will coach while the other student completes the
problem.

Benefits:

 Provides immediate feedback and support.

 Helps students articulate their thought process.
 Encourages mutual teaching and learning.

Mathematics Application:

In a math class, one student might solve a set of problems while the coach guides
them, offering hints and checking their work. After completing a problem, they
switch roles to ensure both students practice solving and coaching.

8. Stand Up, Hand Up, Pair Up

This is similar to partners, but allows the students to get up and find a
partner in the room besides their shoulder or face partner. This structure
requires students to stand up out of their seat, walk around the classroom for a
specific amount of time with their hand up, then on a signal find the closest
student to High 5 and that is their partner to discuss.

Benefits:

 Promotes movement and dynamic interaction.

 Ensures that students engage with multiple peers.
 Provides multiple opportunities for practice and feedback.

Mathematics Application:
 This can be used for quick problem-solving activities where students pair
up to discuss solutions or explain their reasoning. For instance, students might
solve a set of problems and then share their solutions with different partners.

9. Round Table

This structure can be used for group writing or brainstorming. Basically,

students pass around a paper and everyone writes on it. I usually time this so
each student has the same amount of writing time. So, number 1 will write and
pass to number 2, and so on. You could also have each student write on a piece of
paper and keep passing the papers around the group until everyone gets every
paper.

Benefits:

 Encourages teamwork and collective problem-solving.

 Ensures every student contributes.
 Allows exploration of different approaches.

Mathematics Application:

Students collaboratively solve a complex problem, such as optimizing a

budget for a project. They discuss and share different approaches, evaluate
solutions, and agree on the best strategy together.

10. Cooperative Graffiti

This structure can also be used for brainstorming or review. Basically, you
will put a big piece of paper in the middle of the group. You will give a certain
amount of time and have every student write on the paper, either what they
remember about the skill or even to brainstorm for a new topic. After the writing
time, give students time to read what everyone wrote and organize ideas. After
organizing ideas, you can call on a number to share to the whole class.

Benefits:

 Facilitates brainstorming and collective idea generation.

 Allows visual representation of thoughts and strategies.
 Encourages active participation and creativity.

Mathematics Application:

Students could work in groups to solve a problem or review a concept by

writing their solutions and strategies on a large sheet of paper. This visual
approach helps in organizing and communicating mathematical ideas effectively.

Summary
 Cooperative Learning Structures (CLS) provide diverse methods for
facilitating student collaboration in mathematics. Key structures include
Numbered Heads Together, Round Robin, Think Pair Share, Timed Pair Share,
Corners, Jigsaw, Rally Coach, Stand Up, Hand Up, Pair Up, Round Table, and
Cooperative Graffiti. Each structure serves unique purposes, from reviewing
concepts and brainstorming to developing problem-solving skills and fostering
peer teaching. Implementing these strategies can enhance student engagement,
improve communication skills, and facilitate a deeper understanding of
mathematical concepts.

Post-Test
Directions: Read the question carefully and choose the best answer.
1. Which Cooperative Learning Structure involves students sharing answers one
at a time while seated and then discussing as a group?
A. Numbered Heads Together
B. Round Robin
C. Think Pair Share
D. Rally Coach
2. In the Stand Up, Hand Up, Pair Up structure, what is the primary activity
students engage in?
A. Finding a new partner by walking around the room
B. Discussing in assigned pairs
C. Answering questions in a round-robin format
D. Sharing ideas in corners of the classroom
3.What is a key feature of the Timed Pair Share structure?
A. Students work individually and then share their results
B. Students discuss in pairs with a set time limit
C. Students write on a shared paper
D. Students rotate roles as coach and solver
4.Which structure allows students to evaluate each other’s problem-solving
process in mathematics?
A. Numbered Heads Together
B. Round Table
C. Rally Coach
D. Cooperative Graffiti
5. What does the Jigsaw structure emphasize in group work?
A. Rotating partners for varied interaction
B. Developing individual expertise on different topics and sharing with the
group
C. Using visual aids to discuss mathematical concepts
D. Sharing and revising written work collaboratively

References

Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone:

Cooperative, Competitive, and Individualistic Learning. Allyn & Bacon.

Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice. Allyn

& Bacon.

Kagan, S. (1994). Cooperative Learning. Kagan Publishing.

https://continuallylearning.com/top-10-cooperative-learning-structures/

Answer key:

Pre-test: Post test

1.B 1.B

2.A 2.A

3.C 3.B

4.D 4.C

5.C 5.B
Lesson III: Production Materials to be used during CLS
Lesson Objectives:
By the end of this lesson on the production of materials for Cooperative Learning
Structures (CLS), students will be able to:
1. Identify the different types of materials used in CLS, including instructional
materials, visual aids, interactive tools, and materials for group activities.
2. Describe the steps involved in the production and organization of these
materials to ensure their effective use in the classroom.
3. Apply best practices for creating, preparing, and using CLS materials to
enhance student collaboration and engagement.
4. Evaluate the effectiveness of materials through testing and feedback, and
make necessary adjustments to improve their usability and impact on learning.
Pre-Test
Directions: Read the question carefully and choose the best answer.
1. What are instructional materials in the context of Cooperative Learning
Structures (CLS)?
a) Materials used for classroom decoration
b) Resources like worksheets and task cards used for student collaboration
c) Materials for teacher use only
d) Tools for classroom management
2. Which of the following is NOT a type of visual aid used in CLS?
a) Charts and Posters
b) Whiteboards and Flip Charts
 c) Timers
d) Large Sheets of Paper
3. What is the purpose of interactive tools such as spinners or dice in CLS?
a) To assign grades to students
b) To randomize group member selection or determine the order of responses
c) To keep students quiet
d) To store student assignments
4. Which best practice ensures materials are suitable for all students, including
those with special needs?
a) Provide extra time for activities
b) Adapt materials to be inclusive of diverse learning needs
c) Limit the number of materials used
d) Allow students to choose materials
5. Why is it important to pilot materials before using them in class?
a) To ensure they are printed correctly
b) To test their effectiveness and suitability for the learning objectives
c) To find out the cost of materials
d) To check if materials match the textbook
 Production Materials to be used during CLS

Introduction
The production of materials for Cooperative Learning Structures (CLS)
involves creating and organizing resources that support effective student
collaboration and engagement. These materials are crucial for facilitating
various CLS strategies and ensuring that group activities are organized,
purposeful, and productive. This discussion explores the types of materials
needed, the process of creating them, and best practices for their effective use in
the classroom.

Discussion
The production of materials for Cooperative Learning Structures (CLS) is a
critical component in implementing effective collaborative learning
environments. By carefully planning, preparing, and organizing these materials,
educators can enhance student engagement, facilitate meaningful interactions,
and support diverse learning needs.

Types of Materials

1. Instructional Materials
  Worksheets and Handouts: These provide the content for students
to work on collaboratively, such as math problems, reading
passages, or research tasks.
 Task Cards: Cards that outline specific tasks or questions for
students to address during group activities.
 Graphic Organizers: Visual tools like Venn diagrams, flow charts,
and mind maps that help students organize and process information
collectively.

2. Visual Aids

 Charts and Posters: Large visual aids that display instructions,

rules, or key concepts related to the activity.
 Whiteboards and Flip Charts: Useful for brainstorming sessions,
group discussions, and recording group findings.

3.Interactive Tools

 Spinner or Dice: Tools for randomizing group member selection or

determining the order of responses, such as in the Numbered
Heads Together structure.
 Timers: Essential for managing time during activities like Timed
Pair Share or Round Robin, ensuring that each student gets a fair
opportunity to participate.

Materials for Group Activities

1. Writing Supplies: Pens, pencils, markers, and paper are necessary for
activities that involve writing or drawing, such as Round Table or
Cooperative Graffiti.
2. Large Sheets of Paper or Poster Boards : Used for group brainstorming,
creating posters, or collaborative writing tasks.

Classroom Organization Tools

 Name Tags or Labels: Helpful for identifying group members or roles in

activities.
 Folder Systems: For organizing and distributing materials to each group,
ensuring that each group has the necessary resources.

Production Process

1. Planning and Design

  Identify Objectives: Determine what each CLS activity aims to
achieve and select materials that align with these goals.
 Design Materials: Create or adapt materials to suit the specific needs
of the activity. Ensure materials are clear, engaging, and accessible
to all students.
2. Preparation
 Create and Print: Produce physical copies of worksheets, task cards,
and other handouts. Use graphic design software if needed to
enhance the clarity and appeal of visual aids.
 Assemble Kits: Prepare materials in advance by assembling activity
kits for each group. Include all necessary supplies and instructions.
3. Organization
 Set Up the Classroom: Arrange materials in a way that facilitates
easy access during activities. Use storage solutions like bins or trays
to keep materials organized and readily available.
 Distribute Materials: Ensure that each group has the materials they
need before beginning the activity. Use a clear system for distributing
and collecting materials to minimize disruptions.
4. Review and Adjust
 Test Materials: Pilot materials with a small group or during a trial
run to ensure they work as intended and are effective in achieving
the learning objectives.
 Gather Feedback: Obtain feedback from students on the usability
and effectiveness of the materials. Adjust materials based on this
feedback to improve their effectiveness.

Best Practices for Effective Use

1. Clarity and Simplicity

 Ensure Instructions are Clear: Provide concise and straightforward

instructions with visual examples if necessary.
 Organize Materials: Keep materials well-organized and easily
accessible to avoid wasting time during activities.

2. Engagement
  Design Interactive Materials: Use materials that encourage active
participation and engagement, such as interactive task cards or
visually appealing charts.
 Vary Materials: Rotate and diversify materials to maintain student
interest and cater to different learning styles.

3. Accessibility

 Consider Diverse Needs: Adapt materials to be inclusive of all

students, including those with special needs or different learning
preferences.
 Provide Supports: Offer additional support materials, such as
sentence starters or scaffolding, to help students effectively use the
materials.

4.Feedback and Improvement

 Solicit Student Input: Regularly ask students for their opinions on

the materials and how they can be improved.
 Reflect and Revise: Continuously assess the effectiveness of
materials and make adjustments based on classroom experiences
and outcomes.

Summary
The production of materials for Cooperative Learning Structures (CLS) is a
critical component in implementing effective collaborative learning
environments. By carefully planning, preparing, and organizing these materials,
educators can enhance student engagement, facilitate meaningful interactions,
and support diverse learning needs. Effective material production and use
contribute significantly to the success of cooperative learning activities and the
overall educational experience.

Post-Test
Directions: Read the question carefully and choose the best answer.
1.What are some examples of instructional materials used in CLS?
 a) Name tags and labels
b) Task cards and graphic organizers
c) Classroom decorations
d) Teaching aids for lecture-based learning
2.What should be done to ensure that materials are organized effectively in the
classroom?
a) Store materials in one large container
b) Arrange materials in a way that facilitates easy access and use
c) Distribute materials randomly to students
d) Keep materials hidden until needed
3.How can feedback from students be used to improve materials for CLS?
a) Use it to change the classroom layout
b) Ignore it and stick to the original plan
c) Adjust materials based on their usability and effectiveness
d) Use it to create new lesson plans
4.What is the role of clarity and simplicity in designing materials for CLS?
a) To make materials look attractive
b) To ensure that instructions are clear and materials are easily accessible
c) To make materials more complex for advanced learners
d) To extend the time needed for activities

5.What should be done after gathering feedback on the effectiveness of

materials?
a) Share feedback with other teachers
b) Reflect on the feedback and make necessary adjustments to improve
materials
c) Store the feedback for future reference
d) Use feedback to plan future classroom decorations

References
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1998). Cooperation in the
Classroom. Interaction Book Company.

Kagan, S. (1994). Cooperative Learning. Kagan Publishing.

Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice. Allyn

& Bacon.

Garmston, R., & Wellman, B. (2009). The Adaptive School: A Sourcebook for
Developing Collaborative Groups. Rowman & Littlefield.

Answer key

Pre-test: Post test:

1. b 1. b

2. c 2. b

3. b 3. c

4. b 4. b

5. b 5. B