Cooperativelanguagelearning
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Cooperative learning involves organizing students into groups where they work together to learn from one another and are accountable for their own learning as well as the learning of others, with benefits including improved achievement for all students, development of social skills, and replacing competition with cooperation. Key aspects of cooperative learning include positive interdependence among group members, individual accountability, face-to-face interaction, development of social skills, and group processing. The role of the teacher is to structure the learning environment and tasks, facilitate the learning process, and encourage student responsibility for their own learning.
Cooperativelanguagelearning
- 2. Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan 1992:8)
- 3. Raise of achievements of all students Positive relationships among students Experience on healthy social, psychological, and cognitive development Replace competition for cooperation Replace teacher-fronted lessons for student-centered Interactive pair and group activities Development of learning and communication strategies Reduce learner stress and create a positive affective classroom climate
- 4. Interactive and cooperative nature of language Communication as a primary purpose of language Most speech is organized as conversation Communication takes place upon certain agreed-upon set of cooperative rules We learn these social rules in conversational interaction
- 5. Role of social interaction in learning (Piaget and Vygotsky) Development of critical thinking skills Learning must emphasize on cooperation, not on competition Increase and variety of second language practice Cognitive development and increased language skills Integration of language with content-based areas Greater variety of materials to stimulate language and concept learning Mastering of professional skills that emphasize on communication Students act as resources of each other – a more active role
- 6. Johnson Olsen & Kagan Coelho 1992 1992 Cooperative Key Elements Cooperative Olsen & Learning Learning Tasks Kagan: Three- Groups step interview, Round table, Formal Positive Team Think-pair- Informal Interdependence practice from Group share, Solve- Cooperative common input Formation pair-share, Base Groups Jig saw Individual Numbered Cooperative Accountability heads. projects Social Skills Structuring and structures
- 7. Work collaboratively on tasks with other group members. Must learn teamwork skills. Be directors of their learning (plan, monitor, and evaluate their own learning) Learning requires student’s direct and active involvement and participation. Alternate roles involve partners in the role of tutors, checkers, recorders, and information sharers. “Pair tasks”
- 8. Create a highly structured and well organized learning environment in the classroom: Setting goals, planning and structuring tasks, establishing the physical arrangement of the classroom, assigning students to groups and roles, and selecting materials and time. Be a facilitator of learning.
- 9. Move around the class and helping students and groups as needs arise: During this time the teacher interacts, teaches, refocuses, questions, clarifies, supports, expands, celebrates, and empathizes. And facilitators are giving feedback, redirecting the group with questions, encouraging the group to solve its own problems, extending activity, encouraging thinking, managing conflict, observing students, and supplying resources.
- 10. Teacher speaks less than in teacher fronted class. Provide broad questions to challenge thinking. Prepare students for the task they will carry out. Assist students with the learning tasks. Give few commands, imposing less disciplinary control.
- 11. Create opportunities for students to work cooperatively. E.g. If students are working in groups.. 1. Each student might have a set of materials. 2. Groups might have different sets of materials. 3. Or, each member might need a copy of a text. • Materials can be specially designed for CLL learning, modified from existing materials, or borrowed from other disciplines.
- 12. 1. Teacher assigns work to Ss 2. Ss cooperative work 3. Looking for materials 4. Team work, get a starting point 5. Individual work 6. Looking for mistakes 7. Ss revise compositions 8. Re read. Error - free