Download - Cooperative Learning rpkps
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COOPERATIVE LEARNING
Two are better than one
For if they fall, one will lift up his fellow….and though a lion might prevail against one who is alone
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LEARNING PROCESS CONTINUUM
Management of Experiences Expanded Experiences
Students Experiences Teacher/Others Experiences Experiential Didactics
Internal Group Develop ment
Structured Learning
Role playing
Case Study
Participa Tive Training
Discuss ion
Lectu rette
Reading
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EDUCATION PARADIGM
TEACHING PROCESSTEACHING PROCESS LEARNING PROCESSLEARNING PROCESS
• Pedagogy
• Based on teacher regulation
• Teacher are the only source of knowledge
• Can not be applied immediately
• Faculty member is responsible for student learning
• Based on students experiences
• All students are the sources of knowledge
• Can be applied immediately
• Student’s ability and motivation affects time in a team learning
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3 Types of Learning
Competitive Individualistic Cooperative
Negative goal interdependence
No interdependence
Positive goal interdependence
Compete against each other
Compete against criteria
Group sinks or swims
Spelling Bee Mastery of certain # of words
Help each other master words
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Cooperative Learning Conditions
1. Positive interdependence2. Considerate interaction3. Individual accountability and
personal responsibility to achieve group goal.
4. Interpersonal and small-group skills.
5. Group processing to improve future effectiveness.
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Essential Components
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“None of us...are as smart as all of us”
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How do you promote interaction?
1. If you have created positive interdependence, you will automatically promote interaction.
2. Eye to eye, knee to knee
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Positive Interdependence
Interdependence occurs when participants cannot succeed unless their group members also succeed.
Each participant should see his or her work as essential.
Each participant must make unique contributions.
Structuring interdependence: common goal, joint rewards, divided resources, complimentary roles
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Positive Interdependence
1. Learn the assigned material
2. Ensure that all members of group learn the assigned material
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How do you structure learning for positive interdependence?
1. Positive Goal Interdependence
All have same goal2. Positive Reward
Reward group achievement3. Positive Resource Interdependence
Share resources, info, materials4. Positive Role Interdependence
Assign roles5. Group identity
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Individual Accountability
Facilitator must assess effort contributed by each member to the group’s work.
Facilitator must provide feedback to group and individual participants.
Facilitator must help group avoid redundant efforts by members.
Facilitator must ensure that every member is responsible for the final outcome.
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How do you assure individual accountability and personal responsibility?
1. Assess each member’s effort in contributing to the group’s work
2. Provide feedback to groups and individuals
3. Help groups avoid redundancy
4. Ensure all are responsible for final outcome
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Ways to structure individual accountability
√ Keep group size small.√ Give an individual test to each student.√ Randomly call on students orally by
calling on one to present group’s work.√ Observe each group and record
frequency of each member’s contribution.
√ Assign each person a role, especially a checker.
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Group Processing At end of a process, participants reflect to
determine what member actions were helpful and which were unhelpful or harmful.
Participants then make decisions about which actions to continue, change, or delete.
Such processing allows groups to: focus on maintaining good working relationships. learn cooperative skills. think at a metacognitive level as well as cognitive
level.
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How do you structure group processing?
Describe what member actions were helpful and unhelpful
Make decisions about what actions to continue and change
Celebrate success
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Social Skills Participants must get to know and trust
one another. Participants must communicate accurately
and unambiguously. Participants must accept and support each
other. Participants must resolve conflicts
constructively.
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How do you promote social and small-group skills?
Know & trust each other
Communicate accurately and uninhibited
Accept and support each other
Resolve conflict constructively
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Face-to-Face Interaction
Interaction occurs as a result of the positive interdependence.
To maximize opportunity for success: Consider jigsaw approach. Assist participants with guidelines for success. Encourage acceptance, support, trust, respect.
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• Team Building
• Class Building
• Mastery
• Thinking Skills
• Information Sharing
• Communication Skills
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Types of Group Processing Small Group
Focus on maintaining good working relationships
Facilitates the learning of cooperative skills
Ensures members receive feedback on their participation
Entire Class Teacher observes
all groups and makes observations about how they are functioning
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Cooperative Learning Techniques
Dealing with Different Types of Students
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The Dominant Student Assign the
dominant student a role that is less obtrusive
Rotate the position of leader
Have each student present material to group before others may comment
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The Slow Student Use jigsaw
configuration Monitor expert
groups carefully so that correct information is being supplied
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The Bright, Bored Student Use differentiated
instruction All learn same basic
material Groups are then
formed to complete another project
Let sharp kids soar Let slower
students continue to learn basic information
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Tips for Group Making
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Balance the Character of Each Group
Each team should be composed of students whose performance levels range from low to high.
The average performance level of all the teams in the class should be about equal.
Ethnicity, race, and gender should be evenly distributed among the teams.
The ideal size of a cooperative group is 4 students.
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Try This Group-Making Technique
Write each students’ name in one of four columns depending on his/her academic ability.
Then attempt to make each column the same length by moving students according to their social maturity.
A team of 4 students can then be built by choosing one name from each column.
Strong Above Average Average Weak
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Group-Making Technique Review the teams and make sure they
are balanced by ethnicity, race, and gender.
Look for irreconcilable trouble spots, where two students can’t be sitting next to one another. Don’t move the students to another group! Good cooperative experiences provide excellent mechanisms to get formerly combative students working together. Be prepared to provide extra support.
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Arrange Your Classroom Group members should usually sit in a
circle. Consider:
Students’ ability to communicate without disrupting other groups
Ease of eye contact Adequate working space Ability to access other resources
(computer, VCR, etc.)
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Go Over Ground Rules Don’t speak while others are
speaking. Listen to what others have to say. Give everyone a chance.
Sometimes the strangest idea may turn out to be the best.
Never take someone else’s materials.
Don’t be afraid to ask for help.
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Students Learn Best When They Explain
The primary goal of cooperative learning in schools is to get students to explain relevant content and concepts to each other
Improve students communication skills
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Teamwork is a New and Essential Basic Skill
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The Teacher is Important The teacher shoulders the
responsibility for motivating and guiding student learning.
The teacher is the one who will be held accountable for student performance.
Software that facilitates cooperative learning is designed to assist you in that heroic effort.
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JIGSAW PROCEDURES
Salah satu prosedur berdasar COOPERATIVE LEARNING
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DASAR PIKIRAN Jika kita membaca maka kita belajar
25% Jika kita membaca, dan mendengar
maka kita belajar 50% Jika kita membaca, mendengar dan
melakukan maka kita belajar 75% Jika kita membaca, mendengar,
melakukan dan mengajar maka kita belajar 100%
By Said Irandoust
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JIGSAW PROCEDURES COOPERATIVE GROUPS: Bagilah kelas ke dalam
kelompok sebesar 4 – 6 orang. Kemudian bagilah satu set instruksi dan materi pada setiap kelompok. Setiap se materi harus tidak boleh saling dilihat antar satu kelompok dengan kelompok yang lain
PREPARATION PAIRS: mintalah siswa untuk melakukan tugas kooperatif dengan cara menemui anggota kelompok lain yang mempunyai tugas/materi sama, hingga tugas dapat terselesaikan, kemudian: Mintalah siswa untuk menjadi ahli di dalam materi
yang diterimanya Menjelaskan pada anggota lain yang memiliki materi
berbeda
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JIGSAW PROCEDURES PRACTICE PAIRS: mintalah siswa untuk
bertemu dengan siswa dari kelompok lain yang memiliki materi sama untuk berlatih cara mengajarkan materi dengan jalan yang terbaik
COOPERATIVE GROUP: mintalah siswa untuk melaksanakan tugas cooperatifnya, yaitu: Mengajar teman satu kelompok yang memiliki
materi berbeda Mempelajari materi yang diperoleh dari teman
lain dalam satu kelompok
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Preparation Pairs
TASKS:a. Menguasai materi yang ditugaskanb. Merencanakan bagaimana mengajarkannya pada orang lain
PREPARE TO TEACH:a. Daftar topik utama dari materi yang diajarkanb. Daftar beberapa bahan bacaan mengenai materi yang diajarkanc. Mempersiapkan berbagai macam visual aidsd. Mempersiapkan berbagai strategi agar pembelajar dapa bejar
COOPERATIVE: Saling Belajar dan mengajarkan
PAIR-READ PROCEDURE: (a) Jointly Read All Section Heads for Overview, (b) Silently Read First Paragraph, (c) Explainer: Summarizes in Own Words, (d) Accuracy Checker: Correct, Add, Relate, (e) Reverse Roles and Repeat.
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Some Final Pointers
√ Identify clear questions at onset√ Resolve small-group conflicts as
soon as they arise√ Create rubrics to be used for
guiding the learning process and for assessing final work
√ Provide ongoing help for students to reflect on their progress