cooperative learning - tutorial presentation
TRANSCRIPT
Hanoi University of Languages and International StudiesVietnam National University
Tutorial Seminar- ELT1
Cooperative Learning
Presenters: Vu Truong An Trinh Van Ha
Outline I. Definition
IV. Exercises
II. Main features
III. Discussion
V. References
I. Definition Cooperative learning is the instructional use of
small groups so that students work together to
maximize their own and each other's learning (Johnson, David W., and Roger T. Johnson. 1989. Cooperation and Competition: Theory and Research. Edina, Minn.: Interaction Book Co.)
I. Definition Cooperative Learning stresses “team work” as the
nature of the classroom and emphasizes cooperation
as opposed to competition
Within cooperative learning, students benefits from
sharing ideas rather than working alone and they help
one another to achieve the learning goals as a group
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II. Main features
II.1. Five elements of Cooperative Learning
Positive interdependence Individual and group accountability Interpersonal and small group skills Face-to-face interaction Group processing
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II.1. Five elements of Cooperative Learning Positive interdependence (sink or swim together) one cannot succeed unless everyone succeeds each group member has a unique contribution to
make to the joint effort
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II.1. Five elements of Cooperative LearningIndividual and group accountability ( no hitchhiking! no social loafing) each one has to contribute and learn, and the group
must be accountable for achieving its goals
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II.1. Five elements of Cooperative LearningInterpersonal and small group skills
Social skills must be taught: o LeadershipoDecision-makingoTrust-buildingoCommunicationoConflict-management skills
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II.1. Five elements of Cooperative LearningFace-to-face interaction (promote each other's
success) Learners work together to promote each other's
success by sharing resources and helping, supporting, and applauding each other's efforts to achieve
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II.1. Five elements of Cooperative LearningGroup processing group members discuss how well they are achieving
their goals and maintaining effective working relationships
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II.2. Teacher and learner rolesTeacher roles
A meaningful task designer
A task setter
A facilitator/ a coach
A commentator/ an assessor
Learner roles
o An active participant
o A negotiators
o An interactor
Traditional methods Working individually or
competitively Being concerned with
improving their own goals Not paying attention to
group functioning
Cooperative learningo Sharing ideas, working in
groupso Helping others achieve the
learning goals as a groupo Being carefully prepared,
planned and monitored
II.3. Comparison with traditional methods
II.4. Benefits of Collaborative LearningIncreased learner talkMore varied talkMore relaxed atmosphereGreater motivationMore negotiation of meaningIncreased amount of comprehensible input (Kagan, 1992)
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II.5. Strengths of Collaborative LearningThe better quality of work (because of cross-
checking)Quicker completion of the taskStudy skills developmentSocial skills developmentSelf-esteem development
II.6. Weaknesses of Collaborative Learning
A concept may not be understood as well if a
person doesn't have to figure it out
Loss of control
Dependency on other members (shy, inactive
members depend on dominated ones)
II.7. Implementing cooperative learningThe group members depend on each activity.
Group of 2 or 3 may be bestThe teacher can select groups or students can
group themselvesSome signals to get the attention of the class are
ringing a bell, clapping hands, knocking on the board
Students can sit closer to reduce the noise level
II.7. Implementing cooperative learningIf students do not want to work in a group, they
can start with pair work or make some group games to encourage them
If some groups finish earlier than others, teachers can develop a small activities related to the main task
Time for cooperative learning depends on teacher’s philosophy of education, students’ preferences
II.8. Class Activities using Cooperative LearningNUMBERED HEADS TOGETHERNUMBERED HEADS TOGETHER
II.8. Class Activities using Cooperative LearningCROSS- GROUPING (JIGSAW)CROSS- GROUPING (JIGSAW)
II.8. Class Activities using Cooperative Learning
II.8. Class Activities using Cooperative LearningGROUP WORKGROUP WORK
II.8. Class Activities using Cooperative LearningMINGLING ACTIVITIES (COCKTAIL) MINGLING ACTIVITIES (COCKTAIL)
III. Discussion
What are the similarities and differences of interactive learning and cooperative learning?
Interactive
learning
Cooperative learning Interactive
learning
Similarities - Working in group
- Teacher roles: designers, organizers,
facilitators, assessors.
- Learner roles: active participants, negotiators,
interactors
Differences Focusing on the
interaction &
communication
Focusing on the cooperation
Can contain interactive
activities
IV. Exercises
Cooperative learning – T or F Competitiveness is as significant as “team work”
Student can also works for his/her individual goal
There is no individual responsibility to ensure
that students have no pressure when participating
All group members are accountable for each
individual’s work.
Students are not required to make contributions
to their group
Competition is an irrelevant element All the students work together to complete a
common task Each group member has her/his own task
therefore must believe that they are responsible for their learning and that of their group
Each student is accountable for their learning and work
Students must fully participate and put forth
effort within their group
MatchingPositive
interdependence Individual and
group accountability
Group processing
Face-to-face interaction
Interpersonal and small group skills
Students explain to one another what they have or are learning and assist one another with understanding and completion of assignments
Individuals perceive that they can attain their goals if and only if the other individuals with whom they are cooperatively linked attain their goals
Students learn how to conflicts when they arise
Groups must often assess their efficiency and decide how it can be improved
Each student is responsible for a specific portion of a task; each must be able to summarize another's ideas; any student may be called on at random to answer for the team.
Groups must often assess their efficiency and decide how it can be improved
Individuals perceive that they can attain their goals if and only if the other individuals with whom they are cooperatively linked attain their goals
Students learn how to conflicts when they arise
Each student must demonstrate master of the content being studied
Students explain to one another what they have or are learning and assist one another with understanding and completion of assignments
Each student is responsible for a specific portion of a task; each must be able to summarize another's ideas; any student may be called on at random to answer for the team.
Competitiveness is as significant as “team work”
Student can also works for his/her individual goal
There is no individual responsibility to ensure that
students have no pressure when participating
All group members are accountable for each
individual’s work.
Students are not required to make contributions to
their group
Competition is an irrelevant element All the students work together to complete a
common task Each group member has her/his own task therefore
must believe that they are responsible for their learning and that of their group
Each student is accountable for their learning and work
Students must fully participate and put forth effort within their group
V. References Hoa, N.T.M., Minh, N.T.T. (2012). An Introduction to
Language Teaching Methods. Huong, T.T.(Eds.). Hanoi: ULIS-VNU
http://www.wcer.wisc.edu/archive/cl1/cl/story/middlecc/TSCMC.htm
http://cooperativelearning.nuvvo.com/lesson/216-5-basic-elements-of-cooperative-learning
http://www.ntlf.com/html/lib/bib/92-2dig.htm http://cooperativelearning.nuvvo.com/lesson/216-5-basic-
elements-of-cooperative-learning Johnson, David W., and Roger T. Johnson. 1989. Cooperation
and Competition: Theory and Research. Edina, Minn.: Interaction Book Co