models of instruction cooperative learning
DESCRIPTION
Models of Instruction Cooperative Learning. Teaching and learning. Indonesia, 2008TRANSCRIPT
![Page 1: Models of Instruction Cooperative Learning](https://reader035.vdocument.in/reader035/viewer/2022081813/54679919af795979338b5785/html5/thumbnails/1.jpg)
MODELS OF
INSTRUCTION
Cooperative Learning
[A set of instructional strategies that help learners meet
specific learning and social interaction objectives in
structured groups to reach specific learning and social
interaction objectives]
SONIANTO KUDDI 40420060017
9/2/2007
![Page 2: Models of Instruction Cooperative Learning](https://reader035.vdocument.in/reader035/viewer/2022081813/54679919af795979338b5785/html5/thumbnails/2.jpg)
Sep
. 2
4
[Cooperative learning]
INTRODUCTION
As a teacher we need many teaching strategies to easy and fluent our teaching. We teach
not only transfer knowledge but also character and faith. Cooperative learning is one of the best
researched of all teaching strategies. The results show that students who have opportunities to
work collaboratively, learn faster and more efficiently, have greater retention, and feel more
positive about the learning experience.
CONTENT
What Is Cooperative Learning?
Cooperative learning is A set of instructional strategies that help learners meet specific
learning and social interaction objectives in structured groups to reach specific learning and
social interaction objectives (Eggen, 2004, p. 431). A instructional use of small groups so that
students work together to maximize their own and each other's learning. Each member of a team
is responsible not only for learning what is taught but also for helping teammates learn, thus
creating an atmosphere of achievement. Students work through the assignment until all group
members successfully understand and complete it. In cooperative learning situations there is a
positive interdependence among students' goal attainments; students perceive that they can reach
their learning goals if and only if the other students in the learning group also reach their goals.
Why use Cooperative Learning?
Students' learning goals may be structured to promote cooperative, competitive, or
individualistic efforts. In contrast to cooperative situations, competitive situations are ones in
which students work against each other to achieve a goal that only one or a few can attain. In
![Page 3: Models of Instruction Cooperative Learning](https://reader035.vdocument.in/reader035/viewer/2022081813/54679919af795979338b5785/html5/thumbnails/3.jpg)
Sep
. 2
4
[Cooperative learning]
competition there is a negative interdependence among goal achievements; students perceive that
they can obtain their goals if and only if the other students in the class fail to obtain their goals
(Deutsch, 1962; Johnson & Johnson, 1989).
Research has shown that cooperative learning techniques: promote student learning and
academic achievement, increase student retention, enhance student satisfaction with their
learning experience, help students develop skills in oral communication, develop students' social
skills, promote student self-esteem, help to promote positive race relations (Richards, 2006, P. 30
– 46) and can also be effective for teaching student to collaborate in their thinking (Eggen, 2004,
p. 432). The positive effects that cooperation has on so many important outcomes makes
cooperative learning one of the most valuable tools educators have. As Egen says in his book
(Eggen, 2004, p. 433) students of specific ethnic group tend to spend most of their time together,
so they don’t learn that all of us are much more alike than we are different. Therefore as a
teacher we use cooperative learning to solve this problem.
How to implement cooperative learning in the class?
Class members are organized into small groups after receiving instruction from the
teacher. According to Richards the ideal members in one group two until six pearson. Which
students will be in a group together? Student can decide, group can be formed on the basis of
same commonality, group can formed at random, and teachers can decide. Teachers play an
essential role in helping group function well. As Edge (1993: 70) points out, “the teachers is not
asked to give up control in order to use pair work and group work. The teachers are asked to
exercise control in order to use pair work and group work” (Richards, 2006, p. 38). In group,
every member must feel a responsibility to learn and participate in the group, and students must
![Page 4: Models of Instruction Cooperative Learning](https://reader035.vdocument.in/reader035/viewer/2022081813/54679919af795979338b5785/html5/thumbnails/4.jpg)
Sep
. 2
4
[Cooperative learning]
demonstrate their learning. For example, if the group is writing a research report, one person
writes the first draft of the literature review, another does the methodology, and another the
results and discussion section. However, successful implementation of cooperative learning
activities requires careful thought and planning.
How Christian perspective about cooperative learning?
Matthew 18: 20 say “For where two or three are gathered together in my name, there am I
in the midst of them. 1 Corinthians 12: 25 “That there should be no schism in the body; but that
the members should have the same care one for another”
CONCLUSION
Cooperative learning demand us to work together, in there we can care, help, and
complete each other. We work together to achieve a goal. Teachers made it all in the classroom
because we one in His community.
![Page 5: Models of Instruction Cooperative Learning](https://reader035.vdocument.in/reader035/viewer/2022081813/54679919af795979338b5785/html5/thumbnails/5.jpg)
Sep
. 2
4
[Cooperative learning]
REFERENCES
Eggen, P & Kauchak, D. (2004). Educational psychology: Windows on classrooms, 6th end, Prentice Hall, Englewood Cliffs, NJ.
Johnson, R. (n.d). The cooperative learning. Retrieved September 2, 2007 from http://www.co-operation.org/pages/cl.html
Johnson, D. (nd). Cooperative learning. Retrieved September 2, 2007 from http://www.co-operation.org/pages/CLSum.html
Richards, J. C. (2006). Cooperative learning and second language teaching. New York: Cambridge University Press.