How cooperative problem based learning can be used to improve

teaching practice
Cooperative learning assists in creating an inclusive classroom
environment, positive learning outcomes for students (Arthur-Kelly &
Neilands, 2014) and social benefits (Gillies, 2002). Cooperative learning
has been shown to result in greater effort to achieve and overall higher
academic achievement by students, compared to individualistic or teacher
driven instructional strategies (John & Johnson, 1989, as cited in Gillies,
Ashman & Terwel, 2007). Cooperative learning has also been shown to
increase productivity, long term-retention, focussed attention, use of
higher level reasoning, creation of new ideas and solutions, successful
ability to transfer learning to other areas, and positive attitudes towards
learning and school (Gillies, Ashman & Terwel, 2007). Individual and
personal accountability for solving ones part of the given problem and
facilitating the work of other group members during cooperative learning
activities, has been shown to increase personal accountability and
responsibility of students (Gillies, Ashman & Terwel, 2007). Responsibility
increases students motivation to achieve (Gillies, Ashman & Terwel,
2007). Emotional bonding between students, generated by cooperative
learning has been shown to have a positive effect on student behaviour
(Gillies, Ashman & Terwel, 2007), which will assist in improving teaching
practice. Cooperative learning has been successful in promoting inclusion
of students with disabilities into regular classrooms (Putnam, Rynders,
Johnson, & Johnson, 1989, as cited in Gillies, 2002), which improves the
effectiveness of ones teaching practice for a diverse range of students.

References

Arthur-Kelly, M., Neilands, J. (2014). Planning effective teaching strategies.

In P. Foreman & M. Arthur-Kelly. (Eds.), Inclusion in action (pp. 191-224).
South Melbourne: Cengage Learning.

Gillies, R. M., Ashman, A. F., & Terwel, J. (2007). The teachers role in
implementing cooperative learning in the classroom. NY: SpringerVerlag.

Gillies, R. M. (2002). The residual effects of cooperative-learning

experiences: A two-year follow-up. Journal of Educational
Research, 96(1), 15.