Cooperative Learning



Increasingly present multiculturalism of contemporary societies places the educational institutions in the necessity of developing strategies and mechanisms for integration of students of various racial, ethnic and cultural backgrounds.   The task is not easy and has not been fully implemented in any education system.   Superficial and quite often only apparent integration on the basis of common buildings, spaces and classes is frequently associated with separated from each other and even conflicted groups established beyond the classroom by pupils of different races, religion, ethnicities or mother tongues.

The segregation and separation of those subsystems is caused by the ethnic stereotypes and prejudices functioning in the given community, defence mechanism displayed by socially depreciated groups and/or the functioning of pupils’ identity structures, particularly of ethnic or racial ones. The ethnic and racial identities are specific forms of social identity resulting from cognitive and emotional identification of the individual with distinctive national, ethnic and racial categories.

The sense of belonging to those groups shapes the self-image and self-esteem of the individual, controls his/her social behaviour such as: conformism and group solidarity, decisions made in the context of social dilemmas, tendency to favour in-group members and discriminate or disfavour out-group members. (Tajfel, 1974, Turner, 1987).

Cooperative Learning Structures and Techniques
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|Three-step Interview                                                   |Send-A-Problem                                                       |
|Roundtable                                                             |Value Line                                                           |
|Focused Listing...