COOPERATIVE and COLLABORATIVE LEARNING

2. COOPERATIVEand COLLABORATIVELEARNING :1.Interaction patterns &Theoretical Perspectives regarding CL 2.Elements cooperative learning:3.Characteritics of 4. Class activities that use cooperative learning : . What are the differences between cooperative &Traditional groups?.5 6.Advantages & Disadvantages: 7.Some guidelines to manipulate cooperative learning: 8.Credits and References:

3. Interaction Patterns:

4. Theoretical Perspectives • An approach to teaching and learning in which classrooms are organized so that students work together in small co-operative teams. Richards(2002) • Learning that results from group work in which the participants engage in collaborative dialogue , i . e. each student adds to or extends his/her partner’s contributions . Ellis (2004) • Cooperative learning techniques are tools which teachers use to encourage mutual helpfulness in the groups and active participation of all members . George M. Jacobs and Stephen Hall(2002)

5. ELEMENTS Positive Interdependence Face to Face Interaction Individual and Group Accountability Interpersonal and Small Group Skills Group Processing • Sink or swim together • Promotion of each other’s success • No hitchhiking ; No social loafing • Social skills must be taught • Group’s decision about changing or continuing behaviors

6. Positive Interdependence Students have two responsibilities: • learn the assigned material • ensure that all members of the group learn the material • Each student should see his or her contribution as essential for group success. • each student makes unique contribution • Interdependence occurs when students cannot succeed unless all their group members also succeed. • Successful interaction occurs as a result of positive interdependence

7. Face-to-Face Interaction • They orally explain how to solve a problem. • Teach his/her knowledge to other teammates. • Checking for understanding. • Discuss concepts being learned.

8. Individual Accountability • Teacher must assess (directly or indirectly) how much effort each member is contributing to the group’s work. • Teacher must provide feedback to groups and individual students. • Teacher must help groups avoid redundant efforts by members. • Teacher must ensure that every member is responsible for the final outcome.

9. Social Skills • Students must get to know and trust one another. • Social skills are experimented. • Students must communicate accurately and unambiguously. • Students must accept and support each other. • Students must resolve conflicts constructively.

10. Group Processing • At the end of the process, students reflect to determine which member actions were helpful and which were harmful. • Students then make decisions about which actions to continue, change, or delete. • Such processing allows groups to: • focus on maintaining good working relationships. • learn and improve cooperative skills. • provide feedback on member participation. • think at a meta cognitive level as well as cognitive level. • celebrate success of the group.

11. Characteristics of cooperative learning: (Storch , 2002) • Predominance of first person plural pronouns. • Few or absence directives thereof. • Text co – constructed. • Language – related episodes are initiated by means of a request. • Interactive responses that are often incorporated. • Evidence of scaffolding.

12. Class activities that use cooperative learning • Jigsaw • Think-Pair –Share • Three Step Interview • RoundRobin Brainstorming • Three minute review • Numbered Heads Together • Each group member is assigned some material to learn and then to teach to his/her group members. • Individuals Think , then Pair up, and then Share their responses. • Interview his/her partner – Reverse roles – Share their responses. • A question with some answers – ‘Think time’ – Share their responses. • Teacher lectures - then give students3 min. to review – Ask questions. • Each is given a No. – Questions are asked – They work together – Numbered students answer.

13. Team Pair Solo • Circle the Sage • Partners • Students do problems first as a Team, then with a partner, and finally on their own .(mediated learning) • First the sages on the topic in the class are selected, then they spread in the groups ,NO TWO MEMBERS OF THE SAME TEAM GO TO THE SAME SAGE, then group members return to their teams . Each in turn explains what they learnt. • Half of each team is given an assignment to be able to teach the other half . They quiz or tutor teammates.

14. What’s the difference? Cooperative GroupTraditional Group • Positive interdependence No interdependence • Individual accountability No individual accountability • Heterogeneous membership Homogeneous membership • Shared leadership One leader • Responsible to each other Responsibly only for self • Task & maintenance emphasized Only task emphasized • Social skills directly taught Skills assumed or ignored • Teacher observes & intervenes Teacher ignores groups • Group processing occurs No group processing • Mutual assistance Competitive • Flexible roles between the teacher Reliance on transmission of knowledge and students through teacher presentation

15. Why use cooperative learning ? • Promote student learning significantly more • Increase student retention • Enhance student satisfaction with their learning experience • Help students develop skills in oral communication • Develop students’ social skill • Promote student self-esteem • Help to promote positive race relations

17. Some critical perspectiveS • Sharan (2010) : The constant evolution ofcooperative learning as a threat • Resistance and hostility of students toward their group mates • Vague objectives • It isn’t systematically put in place • Encouraging only lower-level thinking • Too great a burden on some students • Poor expectations for accountability • An avoidance of teaching

18. Some guidelines to manipulate cooperative learning groups: (Jacobs & Halls,2002) • How big should groups be? • How should groups be formed? • How get students' attention? • What can be done if the noise level becomes too high? • What if a student doesn't want to work in group? • What if some group finish earlier than others? • What if a few students are frequently absent? • How long should groups work together? • How should groups be ended?

19. Credits and References • Jack, c., Richards , & Willy, A., Renandya (2002). Methodology in language teaching. Cambridge 49-58 • Ellis, R. (2004). Task-based language learning and teaching. Oxford 269-272 • http://edtech.kennesaw.edu/int... cooperative learning • http://www.thirteen.org/edonli...cooperative and collaborative • http://serc.carleton.edu/introge...cooperative learning • http://www.cooplearn.org/wor... working in team

20. Thanks4 ur attention