Download
1 / 31
310 likes | 324 Views
Explore cooperative learning principles, techniques, and practical methods for students to work together effectively, promoting teamwork, accountability, and communication skills.
E N D
COOPERATIVE LEARNING An old idea whose time has come!! We> I
What is meant by cooperative learning ? Principles and techniques for helping students work together more effectively
1-Positiveinterdependence (sink or swim together) What helps one group member benefits all the members and what hurts one member hurts them all .
2. Face-to-Face Interaction(promote each other's success) Students are positioned to face each other for direct eye-to-eye contact and face-to-face.
3. Individual and group accountability ( no hitchhiking! no social loafing) Each participant feels responsible for contributing to the group . Those who teach learn twice .
4-Interpersonal &Small-Group Skills Communication Trust-building Decision-making Leadership
5-Group Processing Group members discuss how well they are achieving their goals and maintaining effective working relationships
Principles of cooperative learning 1. Positive Interdependence 2. Face-to-Face Interaction 3. Individual and group accountability 4- Interpersonal and small group skills 5- Group processing
Cooperative Learning approach Traditional Learning approaches Focus is on individual performance only. Focus is on group performance. Pupils compete with each other "If you succeed, I lose." Success depends on cooperation among all members. If you win, I win!" Only individual accomplishments are rewarded. Group accomplishments as well as individuals are rewarded. Group members help, assist, encourage, and support each other's efforts to learn. Assignments are discussed with little commitment to each other's learning.
Cooperative Learning approach Traditional Learning approaches Individual accountability only -- I don't care if the other pupils in the class learn Both group and individual accountability. Teamwork skills are emphasized -- members are taught and expected to use cooperative skills. Social skills are assumed or ignored. One pupil often "takes charge" and does all the work. Leadership shared by all members Little or no attention to class seating (students often select freely). Teacher assigns students to heterogeneous groups.
Think-Pair-Share This three-step interview is a valuable introductory cooperative learning activity. It requires almost no movement or classroom rearrangement. • Introduce a topic, concept, story or problem with a question, e.g., "What do you know about cats and mice?" • Ask pupils to think about it for a little while, and perhaps note ideas or draw a picture.
Have pupils share their answers with a partner. "A cat has 4 feet". "A mouse has a long nose". • Have each pair join with a second pair. Each person tells the group their partner's ideas.
Variation:Solve, Pair, Share. This is a problem-solving variation of Think- Pair- share. It can be used for language or content-area problems. Make sure to teach and practise the language pupils will need before the activity. 1. Teacher poses a question or problem, for example, "What is a person doing on page (no)? Answer in a sentence" [Dallas, 1994). 2. Pupils work out solutions individually. 3. Pupils check problems with a partner. 4. Partners check problems with a second group.
Write-Pair-Switch Write-Pair-Switch is one of the techniques that grows out of the Think-Pair-Share. • Each S works alone to write answers (2 mins) • In pairs, Ss share (discuss) answers (2 mins) • Ss switch partners & share former partner’s ideas with new partner (2 mins)
Jigsaw Jigsaw is a well known CL technique which builds positive interdependence: • Heterogeneous groups of 4 – Home Teams • Each S receives & reads a different piece of information • Ss leave Home Team and form Expert Teams with Ss who have the same piece • Experts learn and prepare to teach their pieces • In Home Teams, Ss take turns to teach • Individual quiz on all the pieces or some other way for Ss to use what they have learned
Numbered Heads Together This is an excellent structure for making sure that everyone actively participates in a lesson or lesson review. • Have participants work in groups of about 3 or 4. • Give each pupil in the group a number from 1 to 3 or from 1 to 4. • Ask a question, for example, "How did Egyptians build the pyramids long ago?" • Tell pupils to "put their heads together" to figure out the answer.
Give pupils time to discuss the answer in their groups. • Pull a number out of a box or hat and have the pupils with that number stand up. • Call on the pupils standing to share their group's answers. • After the activity, have groups evaluate how well they performed their roles and make suggestions for improvement for next time.
Circle the Sage Promotes leadership and helpfulness. • First the teacher surveys the class to see which students have a special knowledge to share. For example the teacher may ask who had visited Mexico? • Those students (the sages) stand and spread out in the room. • The teacher then has the rest of the classmates each surrounds a sage, with no two members of the same team going to the same sage.
The sage explains what they know while the classmates listen, ask questions, and take notes. • All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is disagreement, they stand up as a team. • Finally, the disagreements are declared and resolved.
Circle of Writers (All at once) It can be done in foursomes or pairs: • All group members write simultaneously on his own piece of paper • Students pass their piece of paper to the student on the left who adds a new idea • This process continues for each member and is returned to the first one • Teacher calls on a few individual Ss to report about what they wrote and what other group members contributed
Paired Activities Elbow buddies Buddy is another word for friend. In this simple cooperative learning structure, the teacher asks pupils to turn to a partner sitting near them to practice a language pattern, ask and answer a question, restate an instruction, demonstrate the meaning of a word, etc. For example, you might say "Turn to your elbow buddy and ask him/her to tell you “what a farmer does". 3-2-1- Summary In this structure, pairs summarize something they have learned by stating 3 facts, 2 reasons, and 1 important concept. • Sample 3-2-1- Summary. • 3 sports we like are • 2 reasons sports are good for you are • 1 one thing that makes a good team is
Ask Your Neighbour Ask your neighbour is a quick and easy technique that requires students to communicate effectively with their partners both as speakers and listeners. • The teacher asks the whole class a question. Rather than listening to students’ answers right away, the teacher requests students to “Ask your neighbour” students to the other member of their pair. Each person is either number 1 or number 2. number 1 asks the teacher’s question ( or one of her/his own) of number 2. number 2 has, say, 1 minute to answer. Then they reverse roles.
The teacher calls on students randomly, asking, “ What did your neighbour say?” This encourages students to help their partners think of something to say and to listen carefully to their partners.
SUMMER This technique promotes thinking cooperatively. It is an acronym for: • Set the mood: The pair sets a relaxed purposeful mood. They can engage in a little chitchat and also make sure they are clear on the procedure to follow. • Understand by reading silently: A reading passage has been divided into sections. Each student reads the first section silently. • Mention key ideas: without looking down at the text, one member of the pair acts as recaller, summarizing the key ideas of the section. Comprehension difficulties can be raised here. • Monitor: the partner looks at the text and acts as monitor, pointing out any errors, omissions, or unnecessary information in the recaller’s summary and praising the recaller for a job well done. The roles of recaller and monitor reverse for the next section.
Elaborate: Both students elaborate on the ideas in the section. Types of elaboration may include the following: • Connections with other things the students have studied • Links between the section and students’ lives • Additions of relevant information not included in the section • Agreements or disagreements with views expressed • Reactions to the section, such as surprise, gladness, and anger • Applications of the ideas and information • Questions about things not understood or questions sparked by the section • Review: The pair combines their thoughts to summarize the entire text.
Please Thank Your Partners
