COOPERATIVE LEARNING

COMPONENT OF COOPERATIVE LEARNING

Suggested Procedure

Ø  Step 1. Forming Home Team

Course members from groups of four, this is their home team

Ø  Step 2. .Forming Expert Teams

Each person leave their home team and forms a group of no more than four with people from other foursomes who have the same letter.

Ø  Step 3.  Experts Teach Their Home Teams

People return to their home teams.

Ø  Step 4. Home Teams Create Lesson plan

To develop an outline for one lesson plan which incorporates all the components of cooperative learning

Ø  Step 5. Presenting Lesson Plan Outlines

These lesson plan outlines can be presented to the class.

Ø  Step 6. Discussing Jigsaw

One thing that is important to keep in mind is that Jigsaw I only works if each piece of the text is understandable on its own.

Ø  Step 7. Considering The Differences

Course members consider how cooperative learning differs from traditional method.

Groups that finish early can work on making their lesson plan outlines more detailed, or they can work on another lesson plan outlint

Jigsaw I

Ø  Step 1 : Each home team member  a different piece of the reading material : Piece A,B,C,D.

Ø  Step 2 : They form expert team to become experts on their own pieces.

Ø  Step 3 : They return home and teach their piece to their home team

Ø  Step 4 : Home teams combine the information from their experts with their other knowledge to perform a task.

JIGSAW PIECES FOR COMPONENTS OF COOPERATIVE LEARNING

Section A

Positive Interdependence

Positive interdependence is a feeling among a group of students that what help any member of the group help everyone in the group, and what hurts any memberships of the group hurts everyone in the group.

Section B

Collaborative Skills

The first time most teachers ask their students to study in group, it quickly becomes clear that students lack the necessary skills to work effectively with others.

Second, students need a clear understanding of what the skill is.

Third, students may need to practice the collaborative skill in isolation from regular class content.

Fourth, the skill should be integrated into course content activities.

Fifth, processing group interaction is important.

Section C

Processing Group Interaction

Processing Group Interaction has two aspects. One, the good things about group functioning should be brought out. Two, the group should discuss what in their interaction needs to be improved.

Section D

Individual Accountability

One of the most commonly heard objections to having students work in groups in that some group members will end up doing all the work and all the learning.

DEFINISIONS OF COOPERATIVE LEARNING

To help course members see that there is not jut one definition of cooperative learning, rather that, as in many areas of education, different people use the same term to mean different things and use different term to mean the same thing.

Suggested procedure. There are some steps :

Ø    Reading

Ø    Pairing up to work an a task

Ø    Creating examples

Ø    The write step

Ø    The pair step

Ø    The share step

Ø    Conclusion.

All cooperative learning methods share the idea that students work together to learn and a responsible for their teammates` learning as well as their own.

Kagan and Kagan describe four principles which are key to the structural approach :

v    Simultaneous interaction

v    Equal participation

v    Positive interdependence

v    individual accountability

SIMILARITIES BETWEEN GROUPS

IN EDUCATION AND GROUPS AT WORK

Suggested Procedure

Ø  Step 1. Preparing for the task

Ø  Course members form pairs and read the MURDER script in preparation for using that script

Ø  Step 2. Learning “Groups at Work”

Starting with the first section, the pairs read groups at work one section at a time by following the steps in the MURDER script.

Ø  Step 3. Discussion Using

Inside-Outside Circle

You might want to ask all groups to stop when you see that a couple of groups have finished.

Ø  Step 4. Inside-Outside Circle, First Round

The people facing each other discuss the similarities and differences between groupsat  work and in education which they thought of as they  read and discussed with their partner.

Ø  Step 5. Inside-Outside Circle, second Round

The people in the Outside Circle rotate one position so that they are now facing a different person in the Inside Circle.

Ø  Step 6. Discussing Similarities and differences

The whole class discusses the of similarities and differences of group education in the work place.

Ø  Step 7.  Discussing MURDER

Discuss, first in the groups and then as a whole class, How MURDER involves components of cooperative learning and how it can be used with other text.

THE MURDER SCRIPT

Murder Method’s script

v  Setting the proper Mood

v  Understanding a reading passage 

v    Recalling the material read

v  Detecting of errors – omission in summary

v  Elaborating the material more memorable. Step 2,3,4,5 are repeated.

v  Reviewing the entire passage by creating a super-summary

When the pair has the finished all the sections of the text, they construct overall summary of the entire text.

GROUP AT WORK

THEORIES UNDERLYING COOPERATIVE  LEARNING

Suggested Procedure

Ø    Step 1. Grouping and Reading

Ø    Step 2. Working in Expert Teams

Ø    Step 3. Teaching Members in the Home Teams

Ø    Step 4. Discussion in Home Teams

Ø    Step 5. Further Discussion in Home Teams

Ø    Step 6. Whole Class Discussion

Ø    Step 7. Discussion on Jigsaw II and Roundrobin

RoundRobin.

In turn, each group member shares while the others listen

Ø    Step 1 : A shares

Ø    Step 2 : B shares

Ø    Step 3 : C shares

Ø    Step 4 : D shares

FONDATIONS OF COOPERATIVE LEARNING

Foundations involve philosophies and theories as the basic deriving methods of cooperative learning

Overview

Ø    Dewey’s Philosophy

Ø    Behaviorist Philosophy    

Ø    Social Philosophy

Ø    Cognitive Philosophy

Dewey’s central ideas/principles

v    Students should be active, learning by doing

v    Intrinsic motivation

v    Knowledge is changing

v    Learning should relate to students’ needs and interests.

v    Learning should include learning to work with, respect, understand others.

v    Learning should be contextualized.

Procedures of G-I

Ø    Step 1 : providing  the topic that will be discussed

Ø    Step 2 : choosing the topic that are provided by teacher.

Ø    Step 3 : deciding the heterogeneous groups.

Ø    Step 4 : planning their investigation, method, tasks, and goal of chosen topic.

Ø    Step 5 : conducting investigation

Ø    Step 6 : planning for presentation

Ø    Step 7 : carrying out presentation

Ø    Step 8 : teachers and  students evaluate presentation and investigation result

Teachers and  students evaluate presentation and investigation result

v    Extrinsic motivation

v    Low cognitive level tasks

v    Everyone does the same things

v    Achievement is the goal, to be measured by objective tests.

v    Product orientation

v    Teachers decide what is to be learned and give students the information they are to learn.

OPTIONS IN COOPERATIVE LEARNING

-          Student – Centered  -          Intrinsic Motivation -          Knowledge Contruction -          Loose

-          Teacher – Centered -          Extrinsic Motivation -          Knowledge Transmission -          Structured

Student – Centered        ---------       Learning        Teacher – Centered        ---------       Learning         Intrinsic vs Extrinsic      ---------      Motivation         Loose                             -----------    Structured

           

RESEARCH FINDINGS ON COOPERATIVE LEARNING

The Adventages of Cooperative Learning

Ø    Achievement

Ø    Self Esteem ( self confidence )

Ø    Linking for School ( school sick )

Ø    Intergroup Relations ( relation among members of the group )

Ø    Use of Higher – Level Thinking

POSSIBLE REASONS FOR THE RESULTS OF STUDIES OF COOPERATIVE LEARNING

A.     Achievement

-   More opportunity to participate (simultaneity principle)

-   More chances to give and receive help

-   Increased motivation to succeeded

-   Poor study strategies students have more chances to witness modeling by more efficient strategies students.

-   Anxiety is lowered (less isolated)

-   Students are given more responsibility

-   Success often breed success (nothing in vain)

B. Self Esteem

-  Higher achievement

-  Praise from peers, not just teachers

-  Improve interpersonal relations

C.  Linking for the school

-         There is greater Feeling of belonging a member of agroupa than an isolated individual

  -         School become more fun place

  -         School become a place where more students succeeded

D.    Intergroup relationship

-           Non- superficial contact between people from groups

-           People from different group in society work together toward a common goal.

-           Each person has chance to contribute something significant to the others in their classroom group.

E.    Use of Higher – Level Thinking

-           Interacting with others encourages people to restructure their thinking

-           Disagreement, when handled constructively, help clarify thinking and help cognitive restructuring.

PROS AND CONS OF COOPERATIVE LEARNING

1.      Cooperative Controversy

v    Difference between Cooperative Controversy and Traditional Debates

v    Procedures for Cooperative Controversy

Cooperative Controversy

ü    Start the debate assigned to one position

ü    Later they are assigned to the other position

ü    To reach a consensus at the end of the debate

Traditional Debates

ü    People start with one position

ü    Stay with that view for the entire de bate, even if they totally disagree with it.

ü    To defeat the other idea

2.      One Teacher`s Experiences with Cooperative Learning

Tao Zuang, an English lecturer at Fujian Teacher University in China, recounts her initial difficulties in implementing cooperative learning and her thought and actions as she worked to overcome some difficulties in cooperative learning.

3.      The use of Heterogeneous Grouping Based on Past Achievement: A Controversy in Cooperative Learning

Parents, teachers, students, fear that :

·                     High achiever : Waste time to tutor others, Feel bored

·                     Low achiever : not be able to keep up with faster groupmate

·                     Feel frustrated

TYPES OF POSITIVE INTERDEPENDENCE

The Sweet Smell of Learning: Adding Lots of Honey to Small Group Activities

Five Key Elements

v    Positive interdependence

v    Individual accountability

v    Face-to-face interaction

v    Teaching collaborative skills

v    Processing group interaction

Interdependence

It concerns people’s perception of how they affect and are affected by what happens to others.

Interdependence

David Johnson : Learning Together

Aronson            : Jigsaw

Types of Interdependence

Ø    Positive interdependence (collaborative environment)

Ø    Negative interdependence (competitive environment

TEACHING COLLABORATIVE SKILLS

Six Key Elements Step :

Ø    Review of six-step procedure

Ø    Visualization Exercitive

Ø    Choosing a Collaborative Skills

Ø    Planning to Teach the Skills

Ø    Sharing Ideas Through One Stay, Two Stray

Ø    Discussing One Stay, Two Stray

LIST OF COLLABORATIVE SKILLS

Group Forming Skills

Ø    Getting into Groups Efficiently

Ø    Greeting Others

Ø    Introducing Oneself-Introducing Others

Ø    Using People`s Names When Speaking to Them

Ø    Ending a group Activity

Ø    Saying Goodbye

Basic Group Functioning Skills

Ø    Saying Thanks --- responding to Thanks

Ø    Attentive Listening

Ø    Giving Praise --- Responding to Praise

Ø    Waiting Patienly ---Trying Not to Keep Others Waiting

Ø    Asking for Help --- Giving Help

Ø    Appologizing ---Accepting Apologies

Ø    Encouraging Others to Participate --- Responding to Encouragement to Participated

Ø    Asking Questions ---Responding to Questions

Ø    Saying “No” --- Accepting “No”

Ø    Giving Instructions --- Following Instructions

Ø    Keeping to Time Limits

Idea Exchange Skills

v    Making a Plan

v    Making Suggestions --- Responding Suggestions

v    Asking for Reasons --- Giving Reasons

v    Asking for Feedback --- Giving Feedback

v    Disagreeing Politely --- Responding to Disagreement

v    Checking Accuracy

v    Checking for understanding

v    Persuading Others

v    Compromising

v    Summarizing

PROCESSING GROUP INTERACTIVE

Five Key Elements Steps

Ø    Reviewing

Ø    Examining the Instruments

Ø    Forming Groups and Assigning Roles

Ø    Understanding STAD and TGT

Ø    Preparing for the Activities

Steps In Teaching Collaborative Skills

v    Help Students see the need for the skills

v    Help the students understand what the skill entails

v    Provide opportunities to practice the skill in isolation from regular class content

v    Allow time for processing the use of the collaborative skill

Cooperative Learning Technique

¢    Think – Pair – Share

¢    Paraphrase Passport

¢    RoundRobin

¢    Three – Steep interview

¢    Numbered – heads Together

¢    Talking Chips

STAD AND TGT

STAD ( Student Teams-Achievement Division )

Ø    Step 1. The teacher present a lesson via lecture, a textbook

Ø    Step 2. Heterogeneous teams of four or five students  together in

preparation for individualy taking a quiz on the material presented by the teacher.

Ø    Step 3. Student talk the quiz

Ø    Step 4. Each student`s score on the quiz.

TGT (Teams – Games – Tournament )

Ø  Step 1. The teacher presents a lesson via lecture, a textbook

Ø  Step 2. Heterogeneous teams of four or five students  together in

preparation for individualy taking a quiz on the material presented by the teacher.

Ø  Step 3. Student leave their teams and go to tournament tables.

Ø  Step 4. Students take turns reading aloud and trying to answer the   questions on the cards.

Ø  Step 5. Students return to their teams and calculate the average number of points each person earned.

PROCESSING GROUP INTERACTION

Other Procedures  for Processing Group Interaction

1.    RoundTable thank you notes :

v    Each group member takes out a pieces of paper and writes their name at the top.

v    Each person looks at the name at the top of the paper and at the bottom of the paper, writes to thank them.

v    Remembering to fold over the paper after they write – the paper gets back to its owner.

v    That person unfold the paper with their name at the top and reads what is written.

1.              Resolution

This works aspecially well when groups stay together for several sessions or even weeks.

2.              Gifts

When a group has been together for several weeks or more and they are disbanding, one way to say farewell is to have a small gift-giving ceremony.

ASSESSMENT IN COOPERATIVE LEARNING

Five Key Elements Steps

Ø     Choosing an Assessment Procedure

Ø     RoundRobin

Ø     Roundrobin the Second Time Around

Ø     Selecting One Procedure

Ø     Reading Other People`s Reports

ASSESSMENT IN STUDENTS WHEN COOPERATIVE LEARNING

GROUPS ARE USED

Some such approaches that have been used effectively are discussed below

I.                    A More Active Role for Students in Assessment

II.                 Evaluation Based on the Whole Group`s performance

-                      Group scores on a single production

-                      Random selection of one member`s work

There are certain steps that teachers can take to encourage positive views of group evaluation. For example :

a.                   Make sure students experience some success and enjoyment through cooperative  learning, before introducing group evaluation.

b.                  Incorporate this basic elements of individual accountability and positive interdependence into group experience.

c.                   Monitoring interaction when students work in groups.

d.                  Make sure that assessment criteria are consistent and clearly understood by students.

III.             Evaluation Combining Individual And Group Performance

-                      Dual grading of  academic performance

-                      Concurrent grading of academic and collaborative skills.

IV.             The Case Against group Grades.

V.                Concluding Remarks

IS COOPERATIVE APPROPRITE IN TESTING ?

The Tests :

1.                   I gave introduced collaboration of the student with instructor in creating the test.

2.                   One of the questions, involving creativity and the use of manipulatives.

3.                   Exam  shifted accountability of each student to the members of a small group.

4.                   Final exam had several goals.

COOPERATIVE GAMES

Ø    Step 1. Discussing if games can be cooperative.

Ø    Step 2. Playing Singapore Spy

Ø    Step 3. Creating Codes

Ø    Step 4. The Write Step

Ø    Step 5. The Pair Step

Ø    Step 6. The Square Step

Ø    Step 7. The Whole Class Tries to Crack Codes

Ø    Step 8. Sharing Ideas about Cooperative Games

TEACHER – TEACHER COOPERATIVE

Six Key Elements :

Ø    Discussing in pairs

Ø    Presenting Part of a Lecture

Ø    More Paired Discussion

Ø    Continuing with the Lecture

Ø    Continuing with Pair Work

Ø    Summing up Discussion

INFORMAL COOPERATIVE LEARNING GROUPS

v    Preparation  for the Presentation

v    The First Part of the Presentation

v    Discussion of the Ideas in the Presentation

v    After the Presentation

COOPERATIVE AMONG TEACHERS

Among the possible benefits of teacher-teacher interaction are :

v    Psychological Support

v    New Ideas

v    Modeling Cooperation

v    Power

v    Reducing the Workload

v    Motivation

v    Sustaining Change

Break for Step 3 of Informal Cooperative Learning groups.

There are many ideas to keep in mind when we organize teacher-teacher cooperation.

a.                   Don`t forget people`s feeling: Friendliness, acceptance, and support are important for our teacher groups, not just for student groups.

b.                  The components of cooperative learning are just as valid in our teacher groups as they are in student groups.

c.                   Groups need to meet regularly: once a week at the minimum.

d.                  Co-Planning is one item for the agenda of cooperative teacher groups.

e.                   To use the same cooperative learning technique or emphasize the same collaborative skill.

f.                    To curricular integration.

g.                   Parallel teaching involves teachers.

h.                  Discuss issue of educational philosophy and learning teory tied to cooperative learning.

i.                     Reciprocal observation involves teachers observing each other`s classes.

j.                     Co-Teaching is a related ideas.

k.                   Change takes time.

PRACTICAL ISSUES IN COOPERATIVE LEARNING

Five key element :

Ø    Step 1. Listenng 

Ø    Step 2. Grouping and Pairing

Ø    Step 3. Pairs Check

-          One member of each pair develops and writes down solutions for the first problem on the list, thinking aloud as he or she does it.

-          The other member of the pair listens and watches and then provides feedback on the other person`s solutions and  explanations behind them.

-          The observer praises the writer for good ideasand the thinking behind them.

-          4-6 two members of each pair reverse roles for the second problem.

-          7-8 they check theit answers with each other.

Ø    Step 4. Reporting to the whole Class

Ø    Step 5. Discussing Pairs Check.

ANSWERS TO TEN QUESTIONS ABOUT IMPLEMENTING

COOPERATIVE LEARNING

There are four steps in doing Numbered Heads Together :

1.                   Each student in a group of four gets a number : 1,2,3, or 4

2.                   The teacher or a student asks a questions based on the text the class is reading.

3.                   Each group puts their heads together to come up with an answer or answers.

4.                  The teacher Calls a number from 1 to 4. The person in each group with that number answers for their group.

This article presents a wide range of options :

a.                   How big should group be ?

b.                   How should groups be formed?

c.                   When students are working in their groups, how can the teacher get the class`s attention?

d.                  What if a student doesn`t want to work in groups?

e.                   What if some groups finish earlier than others?

f.                    What if a few students are frequently absent?

g.                   How long should group stay together?

h.                   How should groups be ended?

i.                     What percentage of the time should cooperative learning be used?

MULTIPLE – ABILITY TASKS

There are some steps :

Ø    Preparing the fragmented Circles

Ø    Discussing the Reading

Ø    Explaining the Fragmented Circles Procedure

The rules of fragmented circles are :

a.                   Each person randomly receives one little triangle and five other pieces.

b.                   No talking or gesturing

c.                   You can give pieces to other people, but you cannot take a piece.

d.                  This is not a race between group members or groups.

Ø    Putting the Pieces back Together

Ø    Explaining the Pieces

Ø    Reforming the Circle

Ø    RoundTable

Ø    Discussing fragmented Circles.

MULTIPLE  INTELLIGENCES

Types of intelligences and their educational implications

Types of intelligences :

ü    Linguistic

ü    Logical/mathematical

ü    Spatial

ü    Musical

ü    Bodily/Kinaesthetic

ü    Interpersonal

What people high in this intelligence do well :

§     Reading and writing, storytelling

§     Logical reasoning, mathematics

§     Puzzles, reading maps and charts,seeing sharpes, visualizing

§     Physical activities

§     Working with others, making friends, helping groups work well

§     Understanding oneself,metacognition, pursuing one`s own interest.

Preferred Way to Learn :

·                     Saying, hearing, seeing, and writing language

·                     Categorizing, working with formulas, deductive thinking

·                     Drawing, designing, working with visuals

·                     Songs, chants, and other materials with rhythm

·                     Hand-on, role play, mime

·                     Group activities, interviewing, debates

·                     Activities with individual accountability, reflective activities.

COMPUTERS AND COOPERATIVE LEARNING

There are five steps :

Ø  Reading

Ø  Summarizing

Ø  Identifying Components of Cooperative Learning

Ø  Writing the Report

Ø  Whole Class Discussing

COOPERATIVE LEARNING AND COMPUTERS

The following are two examples of how some component of cooperative learning can be incorporated into CAI activities and materials. Example 1 shows the design of a computer-assisted learning activity. In example 2, the design and classroom application of a piece of environmental education courseware is explained.

Example 1

Paired Report Writing With Computers

Ø     Step 1. Forming pairs

Ø     Step 2. Report Writing in pairs

Ø     Step 3. Discussion

Example 2.

Courseware for dicision-making on environmental issue

Ø    Step 1. Forming groups of five

Ø    Step 2. Performing the simulation in groups

Ø    Step 3. Evaluating learning outcomes

Ø    Step 4. Debriefing.

Implementing Cooperative Learning In My School

Ø    Step 1. Discussing Helping Factors

Ø    Step 2. Focused FreeWriting

Ø    Step 3. RoundRobin

Ø    Step. Organizing Factors into Categories

Ø    Step 5. Writing Categories on the Board

Ø    Step 6. Simultaneous RoundTable

Ø    Step 7. Asking for help with Hindering factors

Ø    Step 8. Whole Class Discussion

Focused Freewriting

A focused Freewriting is a writing task in which students write continuously on a set topic for a set period of time, usually 3-20 minutes.

Why do focused freewrites ?

To prepare for a new material by eliciting students` knowledge, beliefs, feelings, and experience on atopic.

How are focused freewrites used after they are written?

To use focused freewrites is to compare freewrites written on the same topic at different times. Did one`s ideas change?if so, how and why? Did everyone`s ideas change?if so, did they change in the same way?

Contructing and presenting cooperative learning lessons

Ø Step 1. Learning the Group Investigation Technique

Ø Step 2. Reviewing the Lesson plan Checklist

Ø Step 3. Forming Groups

Ø Step 4. Making and Carrying Out a Plan

Ø Step 5. Explaning and Presenting the Lesson Plan

Ø Step 6. Write-Pair-Share on Lesson Plans

Ø Step 7. Evaluating Group Investigation

COOPERATIVE LEARNING LESSON PLAN CHECKLIST

Content :

Age of students, Proficiency level, Objectives, Time, materials, Size of groups (why)

Groups membership selected by: teacher/student/random (why). Factors used in deciding group composition: past achievement/diligence/sex/ethnicity/interests (why), Theory of learning, Cooperative learning technique (why), Typesbof positive interdependence that are encouraged (How), Ways that individual accountability is encouraged, Collaborative skill (Why is it chosen), How is it taught, How can we prepare for it.