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Research Article
Issue Date: January 01, 1999
Published Online: May 14, 2014
Updated: June 13, 2018
Cooperative Learning as an Approach to Pedagogy
Author Affiliations
  • Terrie Nolinske, PhD, OTR/L, is Associate Director, Department of Education, Lincoln Park Zoo, Chicago, Illinois. She is also President, Professional Development Consultants, 930 North Boulevard, Oak Park, Illinois 60301
  • Barbara Millis, PhD, is Director of Faculty Development, United States Air Force Academy, Colorado
Article Information
Education of OTs and OTAs / School-Based Practice / Special Issue on Faculty Development / Terrie Nolinske, Guest Editor
Research Article   |   January 01, 1999
Cooperative Learning as an Approach to Pedagogy
American Journal of Occupational Therapy, January/February 1999, Vol. 53, 31-40. https://doi.org/10.5014/ajot.53.1.31
American Journal of Occupational Therapy, January/February 1999, Vol. 53, 31-40. https://doi.org/10.5014/ajot.53.1.31
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Abstract

Lecture-based pedagogical approaches cannot adequately prepare students in professional and technical occupational therapy programs. Faculty members in other disciplines are turning to a well-known and well-researched teaching approach called cooperative learning, which is more carefully structured and defined than most other forms of small group learning. Cooperative learning includes several key principles: positive interdependence, individual responsibility, appropriate grouping, group maintenance, cooperative skills, and promotive (interaction) time. This article provides ideas for managing the classroom with cooperative learning activities and describes eight of them: Three-Step Interview, Roundtable, Think–Pair–Share, Structured Problem Solving, Send/Pass-a-Problem, Generic Question Stems, Double Entry Journal, and Dyadic Essay Confrontation. Each activity is applied to content embedded in professional and technical occupational therapy curricula. A cooperative learning approach to evaluating learning is also presented.