Five Levels of Cooperative Learning
Activities for Adult Learners

By Linda Thistlethwaite, Western Illinois University Adaptation by Margaret Wright-Cleveland

Original text published in:

Original text found online at: http://literacy.kent.edu/cra/cooperative/coop.html

Cooperative learning is a natural for the adult education classroom (Thistlethwaite, 1994). After all, group problem-solving is how adults handle most real-world problems. Cooperative learning also mirrors how adult education teachers themselves learn. Being able to work cooperatively contributes to an individual's success as a member of the workforce as well.

Definitions of Cooperative Learning

• Generally, any venture where people are sharing the learning experience in some manner is a cooperative venture. More specifically this includes face-to-face interaction, positive goal interdependence, individual accountability, and demonstration of interpersonal and small group skills (Johnson and Johnson 1981).
• Collaborative learning is different from cooperative learning. Generally, collaboration is less-structured than cooperative learning, often with learners entering into collaborations of their own free will. Cooperative learning is more often structured by someone other than the learners and usually requires that individuals "give up" something for the good of the group. In collaborative learning each learner gains without compromising. BOTH TYPES OF LEARNING ARE HELPFUL TO ADULT LEARNERS.

Adult Education – Special Considerations

• In adult education classrooms, learners frequently are NOT working on the same general task; therefore, there is no necessity for everyone being in a cooperative learning group at the same time. Only a part of the class may be working in a small group format.
• Individual accountability is tied to progress towards personal goals, not group grades.
• The social skill aspect of cooperative learning is very important in the adult education setting. A teacher cannot assume that just because the learners are adults that they will know how to work together. Also, both teachers and students must be aware that opinions about and reaction to group learning may be culture-specific.
• It's a good idea to start small. Don't force adults to participate in cooperative learning groups. Instead, set one up and have it open to others who may want to join as they observe the activity and find it appealing. Begin with pairs; work up to groups of three or four, perhaps simply by combining pairs.