Cooperative-Learning-Groups is a complex active learning method based on high-level group work that creates equal opportunities, eliminates status differences within the group, and focuses on mutual respect. It combines the practices of Stanford University and the Hungarian Complex Instruction Program. It allows for the dismantling of status differences (knowledge, ability, and social hierarchies) within the classroom and the integration of disadvantaged or marginalized students.

Skill focus

Primary Skill Focus

• Valuing People and Nature

Complementary/Secondary Skill Focus

• Connectedness
• Critical thinking
• Empathy
• Problem-solving
• Creativity
• Flexibility

Age group	Student number	Duration
6-10 years old students	Whole class in 3-4 small groups	25-30 minutes / activity

Proposed step by step implementation of the learning activity

The teacher transforms traditional individual lesson exercises into open-ended group exercises organized around a central theme of the lesson. The open-ended group  exercise should be designed so that 

• solving them require diverse knowledge, experience, and skills. (these diversity is what complexity means in this active learning technique). 
• no single student can solve them alone, but everyone can contribute to the solution and success. 
• because the task is open-ended, there is no one best correct solution. 

The essence of carrying out the task is not about who is the best, but rather about cooperation based on the group’s diversity.

Suggested step-by-step implementation of the learning activity: 

1. Planning and task design: The teacher designs an open-ended task around a “big idea” (major topic of the actual lesson) that ensures mutual dependence within the group but also individual accountability.
2. Group formation: The teacher consciously creates heterogeneous groups of 4 (based on ability, background, and status).
3. Role assignment: Four roles are assigned within the group for the 6-10 age group: The „Little Teacher” (keeps the group on task), The „Materials Manager” (handles the materials), The „Harmonizer” (ensures everyone gets a chance to speak), and The „Spokesperson” (presents the work of the group).
4. Introduction of “Multiple Abilities”: The teacher states the basic principle: “This is a complex task. No one is good at everything, but everyone is good at something. Today we need creative thinkers, skilled craftsmen, precise finisher and active listeners.” 
5. Group work, Tasks Delegation and Empowerment: The students work. The teacher steps back from directing, that is the Little Teacher’s role. The teacher observes status issues, group dynamics, and collaboration, and intervenes when necessary to “assign competence to a specific child” (e.g., by publicly praising a quiet student’s unique contribution or skill).
6. Reporting: The Spokespersons present the group’s creative solutions to the class.
7. Role rotation: Next time, the roles change, allowing low-status students to become leaders and dominant ones to become supporters.

Rules in primary school:

• Rule 1: Tasks must be open-ended (multiple good solutions are possible) and require “multiple abilities” (e.g., reading, drawing, calculating, spatial awareness, organizing).
• Rule 2: Every member has a specific role in group work (Little Teacher, Materials Manager, Harmonizer, Spokesperson – in the case of students grade 4 more roles could be added) which changes with each new task (in the next lesson task, or next lesson) to ensure equal opportunities. Thus, roles are not permanent, and everyone will predictably act in every group role.
• Rule 3: The teacher delegates control to the groups.
• Rule 4: The activity must relate to a central theme of the given subject/lesson.