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Cooperative Learning (CL) is an instructional strategy that contributes to social integration through collaboration and integration of effective small-groups (Bennett & Rolheiser, 2008). The most complex of CL are strategies and the simpler ones are tactics (Bennett & Rolheiser, 2008). Examples of CL strategies are jigsaw, group investigation, team analysis, and academic controversy. Next, think-pair-share, inside outside circles, and the three-step interview are examples of tactics in CL. According to Sharan (2010), CL is “a pedagogy that generates a diversified body of methods of instruction which organize students ‘to work in groups toward a common goal or outcome, or share a common problem or task in such a way that they can succeeded in complete the work through behavior that demonstrates interdependence, while holding individual contributions and efforts accountable”’. Marzano (2003) said that structured tasks or effective transfer of knowledge are required by the process of learning. Thus, CL groups are small, structured, and heterogeneous. Certainly, students rely on each other to complete the tasks. In addition, students have accountability, and they promote face-to face interaction in a small group. Dyson, Lynehan, and Hastie (2010) described in their research the instructional ecology of CL in elementary physical education classes and identified four main categories: (a) organization and management of student; (b) roles; (c) skill development; and (d) strategizing. Dyson et al. (2010) defined   CL as “an instructional model in which students work together in small, structured, heterogeneous groups to complete group tasks” (p. 113). The definition from Dyson et al. (2010) reinforced the idea of the other authors cited before. The small groups facilitate the communication between the individuals. In a Canadian elementary school Dyson et al.(2010) wrote that the teacher believed that CL improve students motor skills, developed social skills, helped them work together as a team, and helped others to improve their skills. Interpersonal and small group skills are developed through the tasks that include listening, shared decision making, taking responsibility, giving and receiving feedback, and encouraging each other (Dyson, Linehan, and Hastie, 2010). The process of creating and reorganizing meanings represent the learning process. Effective CL has four steps to follow described by Johnson and Johnson (in Nan & Lee, 2010) or effective CL: Specifying the instructional objectives; Making pre-instructional decisions; Structuring the learning task and positive interdependence; and Monitoring and intervening.  Interpersonal Intelligence The most powerful predictor of whether or not an individual will be successful in life is interpersonal intelligence that CL approach in classroom and school environments (Bennett & Rolheiser, 2008). Nam and Lee (2010) defined interpersonal intelligence as “the ability to understand others’ emotions, belief, and thought” (p. 25).  Learner’s characteristics such as cognitive aspects- intelligence and  learning styles- and affective aspects–attitudes, values, and motivation-are important to active and to interact among the group members (Nam & Lee, 2010). Mutual help and trust are considered positive interdependence and individual accountability found in CL activities (Nam & Lee, 2010). Interpersonal intelligence encompasses the ability to approach personal issues and opinions of others. Students with