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- 5. Introduction Cooperative is one of the most remarkable and fertile areas of theory, research and practice in education. Cooperative learning is an instructional method that encourages students to work in groups to master material presented by the teacher. In this method students listen, argue, discuss, explain and teach in their effort to help each other and master the academic content presented by the instructor. Group members are responsible for making sure all members understand the material. Students work from beginning to end the assignment until all group members successfully comprehend and complete it. It increases self confidence and communication skills of individual, strengthen the power solving and critical thinking and student participation in the process of education. Cooperative learning utilizes ideas of Vygotsky, Piaget and Kohlberg in that both the individual and the social setting are involved in the learning process as students attempt to initiate life learning. There are two cognitive theories that are directly applied to cooperative learning, the developmental and the elaboration theories. The developmental theories assume that the interaction among students around appropriate task increases their mastery of critical concept. The elaboration theory suggests that one of the most effective means of learning is to explain the material to someone else. Principles of cooperative learning Positive interdependence Face to face interaction Individual and group accountability Interpersonal and small groups skills Group processing Types of cooperative learning 1. Formal cooperative learning: It consist of students working together, for one class period to several weeks to achieve shared learning goals
- 6. and complete jointly specific tasks and assignment. The role of teacher is to maximize interdependence and active learning among students. 2. Informal cooperative learning: Here students work together to achieve a joint learning goal that last from a few minutes to one class period. The teacher’s role is to keep students more actively engage intellectually before and after the lesson. Different methods of cooperative learning There are a number of cooperative learning strategies that can be used in different situations in the classrooms. Some of them are: Think – Pair - Share Three - step Interview Round Table or Rally Table Group Investigations Jigsaw Technique Rally Robin Three - minute review Think – Pair – Share Think – Pair – Share is a method that allows students to engage in individual and small group thinking before they are asked to answer questions in front of the whole class. There are four steps in this method. Step I : Group of four students listen to a question posted by the teacher. Step II: Individual students are given time to think and then write their responses. Step III: Pairs of students read and discuss their responses. Step IV: A few students are called on by the teacher to share their thoughts and ideas with the whole class.
- 7. Three – Step Interview It is a strategy that is effective when students are solving problems that have no specific right answers. Three steps are involved in this process. Step I: The teacher presents as issue about which varying opinions exist and poses several questions for the class to address. Step II: The student in pairs becomes the interviewer and the interviewee. Step III: After the first interview has been completed, the student’s roles are switched. After all interviews have been done, the class writes a summary report of the results. Round Table or Rally Table The roundtable has three steps. Step I: The teacher poses a question that has multiple answers. Step II: The student each in group writes one response on a paper and passes counterclockwise to the next student. Step III: Teams with greatest number of correct responses gain some type of recognition This type of Cooperative learning can easily be used in the mathematics classroom. Group Investigations Group investigations are structured to emphasis higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand in selecting. STAD (Students teams – achievement divisions)
- 8. STAD is used in grades 2-12. Students with varying academic abilities are assigned to 4 or 5 member teams in order to supply what has been initially taught by the teacher and help each student reach his or her highest level of achievement. Students are then tested individually. Teams earn certificates or other recognition based on the degree to which all team members have progressed over their past records. Jigsaw Technique The key to implementation of Jigsaw is the creation of gap in student’s information and using this gap as a motivator for their further involvement in the learning processes. Jigsaw I has main components: reading, expert group discussion, team report, testing and team recognition. In Jigsaw after the material to be learnt is divided in two separate units, it is presented in ‘base groups’ of 4 or 6 heterogeneous members assembled by the teacher. Rally Robin Rally Robin or Round Robin Brainstorming is strategies where the class divided into small groups of 4 to 6 students per group with one person appointed as the recorder. A question is posed by the teacher with many possible answers and students are given time to think about answers. After the ‘think time’ members of the team share responses with one another in round robin style. The recorder writes down all the answers of the group members. The main difference is that in round robin one student does all the recording for all members of his group. Three – minute review Three – minute review is used when the teacher stop any time during a lecture or discussion and allows team three minutes to review what has been said with their group. Students in their group can ask a clarifying question to the other members or answer questions of others. Conclusion Cooperative learning method help students to learn from each other by creating small mixed group towards a common purpose in academic subjects, both in classroom and in
- 9. other environment. Cooperative learning is a popular instructional arrangement for teaching mathematics to students both with and without LD. Coupled with direct instruction, cooperative learning holds great promise as a supplement to textbook instruction by providing students with LD opportunities to practice math skills and concepts, reason and problem solve with peers, use mathematical language to discuss concepts, and make connections to other skills and disciplines. Carefully constructed lessons, using the "lesson preparation," "lesson instruction," and "lesson evaluation" components can offer students with LD rich learning opportunities in mathematics instruction. Reference s http://www.ldonline.org/article/5932/ http://www.mathgoodies.com/articles/coop_learning.html www.wikepedia.com