2. Background Approach Design Procedure Conclusions

3. Click to edit title style John Dewey: build cooperation in learning into regular classrooms on a regular and systematic basis. Response to the forced integration of public schools and has been substantially refined and developed Definition : part of Collaborative Learning (CL); extension of CLT; CLL is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom. early 20th century the 1960s & 1970s Background

4. Enhance learner motivation and reduce learner stress and to create a positive affective classroom climate Provide opportunities for learners to develop successful learning and communication strategies Focus on particular lexical items, language structures, and communicative functions through the use of interactive tasks Provide teachers with a methodology to achieve this goal and one that can be applied in a variety of curriculum settings Provide opportunities for naturalistic SLA through the use of interactive pair and group activities ▣ Goals 1 2 3 4 5

6. Conversation operates based on a certain agree-upon set of cooperative rules or “maxims” Most talk/speech is organized as conversation. People are born to talk. Premises Theory of Language One learns how these maxims are realized in one’s native langua ge through casual, everyday conversational interaction. ….Maxims of SL is learned through participation in cooperatively structured interactional activities. 1 2 3 4 5

7. Stress the central role of social interaction. 1 Develop learners’ critical thinking skills. Question Matrix (Wiederhold 1995) 2 Develop classrooms that foster cooperation rather than competition. 3 Theory of Learning

9. The syllabus particular form of language syllabus Group-based procedures as an to teacher-fronted teaching Group-based procedures as an to teacher-fronted teaching

10. At least a year with stable membership to give each other the support, help, encouragement and assistance they need to succeed academically cooperative learning groups (a few minutes to a class period to focus attention or facilitate learning) cooperative learning groups (one class period to several weeks to achieve shared learning goals) cooperative learning groups Types of activities

11. It occurs when group members feel that what helps one member helps all and what hurts one member hurts all. It occurs when group members feel that what helps one member helps all and what hurts one member hurts all. Positive interdependence size of the group; assigning students to groups; student roles (factors ) Group formation It involves both group and individual performance. For example, by assigning each student a grade on his or her portion of a team project or by calling on a student at random to share with the whole class, with group members, or with another group. It involves both group and individual performance. For example, by assigning each student a grade on his or her portion of a team project or by calling on a student at random to share with the whole class, with group members, or with another group. Individual accountability How to make group-based learning in CL successful? It determines the way students interact with each other as teammates. Social skills It refers to ways of organizing students’ interaction and different ways students are to interact such as Three-step interview or Round Robin. It refers to ways of organizing students’ interaction and different ways students are to interact such as Three-step interview or Round Robin. Structuring and structures ??

12. Think-Pair-Share Solve-Pair-Share Roundtable (Round Robin) Three-step interview The examples of CLL activities describes by Olsen and Kagan ▣ Numbered Heads

13. Three-step interview (3) Each shares with team member what was learned during the two interviews. (3) Each shares with team member what was learned during the two interviews. (1) Students are in pairs; one is interviewer and the other is interviewee. (1) Students are in pairs; one is interviewer and the other is interviewee. (2) Students reverse roles.

14. Roundtable (3) Each student makes contributions in turn. (3) Each student makes contributions in turn. (1) There is one piece of paper and one pen for each team. One student makes a contribution. (2) Pass the paper and pen to the students of his or her left. If done orally, the structure is called Round Robin.

15. Think-Pair-Share (3) Students discuss their responses with a partner. (3) Students discuss their responses with a partner. (1) Teacher poses a question (usually a low consensus question) (2) Students think of a response. (4)Students share their partner’s response with the class.

16. Solve-Pair-Share (3)Students explain how they solved the problem in Interview or Round Robin structures. (3)Students explain how they solved the problem in Interview or Round Robin structures. (1) Teacher poses a problem. (2) Students work out solutions individually.

17. Numbered Heads (3) Head Together (1) Students number off in teams. (2) Teacher asks a question (usually high- consensus). (4)Teacher calls a number and students with that number raise their hands to be called on, as in traditional classroom.

18. The role of instructional materials Teacher roles Learner roles A member of a group; Directors of their own learning Facilitator of learning Creating opportunities for students to work cooperatively.

20. Teacher assigns students to pairs （ 1 good reader in each pair ） Teacher assigns students to pairs （ 1 good reader in each pair ） 1 S A writes the planning to S B. S B gives the writing outline to S A. S A writes the planning to S B. S B gives the writing outline to S A. 2 S B describes ideas to S A. S A listens and completes an outline to S B. S B describes ideas to S A. S A listens and completes an outline to S B. 3

21. The students research individually and pick useful material to their partner. The students research individually and pick useful material to their partner. 4 The students work together to write the first paragraph. The students work together to write the first paragraph. 5 The students write the composition individually. The students write the composition individually. 6

22. The students proofread, make corrections and give suggestions for revision to each other. The students proofread, make corrections and give suggestions for revision to each other. 7 The students revise their composition. The students revise their composition. 8 Reread each other's composition and sign names to prove each composition is error-free. Reread each other's composition and sign names to prove each composition is error-free. 9

24. 1. Major mode of learning System for the use of group work in teaching 2. Planned to maximize students' interaction Facilitate students' con -tributions to each other 's learning 3. Can also be used in collaboration with other teaching methods and approaches. 3. Can also be used in collaboration with other teaching methods and approaches. Group Activities

25. Proponents suggest that CLL enhances both learning and learners' interaction skills Some have questioned its use with learners of different proficiency levels, suggesting that some student-groups may obtain more benefits from CLL than others. It places considerable demands on teachers who feel hard to adapt the new role. Pros & Cons

26. Questions 1. How can a teacher create a good outer environ- ment for CLL, including what factors? 2. How can a teacher motivate introvert （内向的） group members to take an active part in group activities?