Our paper presents some of the results of PAC Research Project[1], whose purpose was to verify how Cooperative Program to Cooperating to Learn_Learning to Cooperate (CL-LC[2]), contributes to the improvement of academic achievement of all students. Program CL_LC is based on the principles of cooperative learning, following the approach of Kagan (1999) and Johnson and Johnson (1997), and it has been developed by the GRAD[3], as proposed by Pujolàs, (2008). The program articulates a set of educational resources organized into three closely related areas of intervention: intervention area A with resources linked to the cohesion of the group, intervention area B which contains a series of structures of cooperative activity to implement the curricular learning of the curriculum areas, and the area of intervention C, which includes actions aimed at teaching pupils and students, in an explicit and systematic way, to work in teams.

The theoretical framework of the research is based on two axis': first, in the potential of cooperative learning in a broad sense, and their specific academic performance; secondly, the importance of promoting more meaningful and functional student learning (Ausubel, 1963). Cooperative learning has great advantages, which has been found in numerous studies (Colomina and Onrubia, 2001; Pujolàs, Riera, Pedragosa, Lago, 2012; Qui, Johnson & Johnson, 1995; Slavin & Madden, 1998; Stake, 2002), and that we have seen in multiple experiments conducted around the PAC Project: indeed, it was found that the activities organized cooperatively enhanced all the learning content, not just that related to values such as solidarity, mutual support, respect for differences ... but also the most specific of each of the areas of curriculum content; and also enhanced the learning of all students and the students involved in these activities, not just those who have more learning difficulties, but also of students who are more autonomous and are better able to learn; but also facilitates the active participation of all students in the various activities of teaching and learning, emphasizing its role in the development of these activities. All this undoubtedly contributes to a "climate" more favorable to learning for all students, regardless of their educational needs. And, moreover, facilitates interaction among learners, including a stronger, higher quality relationship.

The main purpose presented above is specific in three aims:

- Identify the type of activity used to evaluate by individualistic structure and cooperative structure in different curriculum areas of different educational stages.

- Identify differences in academic performance in a kind of individualistic and cooperative structure. Focus on those students that teachers identified that have more barriers in the learning process.

- Further aspects of student learning that teachers identified that improved with the use of cooperative structures in the classroom.

[1] PAC project: Programa didáctico inclusivo para atender en el aula alumnado con necesidades educativas diversas. Una investigación evaluativa. Ministerio de Educación y Ciencia (Referencia: SEJ2006-01495/EDUC)

[2] Original title: Programa Cooperar para Aprender/Aprender a Cooperar

[3] GRAD: Grup de Recerca en Atenció a la Diversitat (Care Diversity Research Group)

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