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Succeeding in a group activity is one of the most exhilarating experience in life. Working with others to attain an important goal is so rewarding because not only do we experience success ourselves, but we help others to do so. As a result, groupmates respect and value one another. In the team, one student;s success helps others to achieve their goals. As a result, team members encourage and help one another. 

In traditoinal classroom, one student's  success may make it more difficult for others to succeed,by raising the curve or raising teacher's expectations of students. As a result, classmates may discourage each other's academic efforts, communicatinga norm that those who strive to succeed in academics are teacher's pet ot nerds. Teamwork works because it creates a social and motivational environment that expects and assists maximun effort. 

STUDENT TEAM LEARNING 

Students team learning methods are not the only cooperative learning techniques in widespread use. They share with other cooperative learning methods the idea that students work together to learn and are responsible for their groupmate's learning as well as their own. It can only be achieved if all members of the team learn / understand / realize  the team goals and team success ( objectives) .

"team rewards" : teams may earn certificates or other team rewards if they achieve at or above a designated criterion.

"indivisual accounability" : the team's success depends on the indivisual learning of all team members.

equal opportunities for succes": students contribute to their teams by improving over their own past performance.  

STUDENT TEAM LEARNING METHODS 

STAD and TGT are general cooperative learning methods adaptable to most subjects and grade levels.

TAI is for mathematics in grade 3 to 6. and CIRC is for reading and writing instruction in grades 3 to 5 

1. STAD ( students team achievement divisions ) 

STAD is a Cooperative learning strategy in which small groups of learners with different levels of ability work together to accomplish a shared learning goal. It was devised by Robert Slavin and his associates at Johns Hopkins University.

STAD is made up of five major components: 

Class presentations : students realize that they must pay carful attention during the class presentation, because doing so will help them to do well on the quizzes, and their quizzes scores dwtrmine their team scores.

Teams: teams are composed of four or five students who represent a cross-section of the class in academic performance, sex, race or ethnicity. The team provides the peer support for the academic performancethat is important for effects on learningm and the team provides the mutual concern and respect that are important for effects on such outcomes as intergroup relations, self-esteem, and acceptance of mainstreamed students. : 

Quizzes: every student is indivisually responsible for knowing the material. Therefore, students have to take indivisual quizzes and they are not permitted to help one another during the quiz. 

Indivisual improvement scores: each student is given a base score, dervived from the student's average performance on similar quizzes. They have to work harder or performance better to get the indivisual improvement scores. 

team recognition : teams may earn certificates ot other rewards if their average scores exceed a certain criterion. 

2. TGT ( teams-games-tournaments) 

TGT  was originally developed by David DeVries and Keith Edwards (1972) at the Johns Hopkins University. It is a type of cooperative learning method. The students compete with members of other teams to contribute points to their team score.

Class presentations : students realize that they must pay carful attention during the class presentation, because doing so will help them to do well on the quizzes, and their quizzes scores dwtrmine their team scores.

Teams: teams are composed of four or five students who represent a cross-section of the class in academic performance, sex, race or ethnicity. The team provides the peer support for the academic performancethat is important for effects on learningm and the team provides the mutual concern and respect that are important for effects on such outcomes as intergroup relations, self-esteem, and acceptance of mainstreamed students. : 

Games: the games are composed g content-relevant questions designed to test the knowledge students gain from class presentations and team practice. Games are played at tables of three students, each of whom represents a different team. There are a few numbered questions and a student picks a number card and attempts to answe the question. A challenge rule permits players to challenge each other's answers. 

Tournaments: the tournament is the structure in which the games take place. It is usually held at the end of the week, after the teacher has made a class presentation and the teams have had time to practice with the worksheets. 

team recognition : teams may earn certificates ot other rewards if their average scores exceed a certain criterion. 

STAD uses quizzes to assess student learning while TGT uses games. 

3. TAI ( team accelerated instruction) 

The Team-Accelerated Instruction: Math program (TAI) incorporates cooperative learning and individualized instruction in math education. TAI allows children to progress on an individual basis, and it teaches cooperation by forming teams of students who can help each other to achieve team goals. TAI combines interactive instruction by teachers with cooperative team learning to accelerate the achievement of all students, maximize teaching and learning time, enhance student motivation and positive attitudes toward math, and improve students' social interactions.

 Reference:

 https://www.thinkhealthla.org/promisepractice/index/view?pid=711

4.CIRC ( cooperative integrated reading and composition

CIRC is a comprehensive reading and writing program for students in grades 2–8. It includes story-related activities, direct instruction in reading comprehension, and integrated reading and language arts activities. Pairs of students (grouped either by or across ability levels) read to each other, predict how stories will end, summarize stories, write responses, and practice spelling, decoding, and vocabulary. Within cooperative teams of four, students work to understand the main idea of a story and work through the writing process. The CIRC^® process includes teacher instruction, team practice, peer assessment, and team/partner recognition.

The CIRC  program consists of three principal elements: Basal-related activities, Direct instruction in reading comprehension. and Integrated language art / writing 

Students work in heterogeneous learning teams. 

1. teacher presentation

2. team practice

3, independent practice

4. peer pre-assessment,

5, additonal practice

6, testing 

reading groups : according to reading level 

teams: meets the criterion 95 % called superteams and 90% called greatteams and so on. 

Basal-related activities: teachers set a purpose for reading, introduce new vocabularies, review the old ones, discuss the story aftr students have read it, and so on. 

After stories are introduced, students are given a story pocket, which lays out a series of activities for students to do in their teams when they are not working with their teacher in a reading group. 

1. partner reading : First, read silently. Second, take turns to read out loud to their partners, alternating on each paragraph. Third, one read a paragraph and the other has to corrects any errors. 

2, story grammar and story-related writing : First, students are given questions related to each narrative stroy emphasizing the story grammar. Second, students have to draw the mindmap and they have to identify the characters, the setting, the problem in the story, and to predict how the problem will be solved. Third, they have to write a few paragraphs on a topic related to the story,

3. words out loud: Teacher prepared a word list of new or difficult words used in the story. Students must be able to read correctly in any order without hesitating or stumbling. 

4. word meaning: find the words they don't know in dictionary.

5. story retell: summarize the story and retell to team members. 

6. spelling: teacher prepared a word list of common words 

7. partner checking: 

8. tests: 

9. direct instruction in reading comprehension :

10. integrated language art and writing: 

11. independent reading : 

 JIGSAW 2 

1, Material : a chapter, a story, a biography, for subjects like social studies, literature.

2. Procedure: 

Students work in the heterogeneous teams as in STAD. 

The students are assigned chapters or other units to read and are given Expert Sheets which contain different topics for each team member to focus on when reading.

When everyone has finished reading, students from different teams with the same topic meet in an expert group to discuss their topic for about 30 minutes. 

The experts then return to their teams and take turns teaching their teammates about their topics.

Finally, students take quizzes that cover all the topics, and the quiz scores become team scores as in STAD. 

 CO-OP CO-OP ( Spencer Kagan 1985) 

1. CO-OP CO-OP allows students to work together in small groups, first to advance their understanding og themselves and the world, and then to provide them with the opportunity to share that u=new understanding with their peers. 

2. Procedure 

- student-centered class discussion

-selection of student learning teams and teambuilding

- team topic selection

- mini-topic selection

- mini-topic preparation

- mini-topic presentation

- preparation of team presentation 

- team presentation

- evaluation 

 Cooperative classroom management

1. theory: Group-based positive reward

2. Management techniques

- the zoro-noise-signal

- group praise

- special recognition bulletin

- special recognition ceremony

- class or team fun time 

 trouble shooting 

- students in one or more of the teams do not get along

- students are misbehaving

- studenta are too noisy 

- absences

- students are not using team practice time effectively

-the range of performance levels in the class is too wide  for group instruction 

- scoring problems 

- problems with too much work for teachers