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COOPERATIVE LEARNING

COOPERATIVE LEARNING ?

COOPERATION working together to accomplish shared goals. LEARNING something students do, it is not something that is done to students.

Cooperative Learning is “ instructional use of small groups through which students work together to maximize their own and each other's learning.” Johnson, Johnson and Holubc, (1994)

How can you make cooperation work?

The Essential Elements of C.L. Positive Interdependence Individual Accountability Group Processing Social Skill Development Face – to – Face Interaction PIGS FACE

Positive Interdependence What is it: - Linked with others. - Cannot succeed unless they do. What it looks like: - Heads together. - Talking about the work. - Sharing ideas/answers. - Encouraging each other. - Collaboration.

Individual Accountability How learners are accountable to the group and themselves. Personal Responsibility.

Group Processing What is it: - Reflect on group’s work. - Did the group achieve their goals? - Set new goals for next session? What it looks like: - Feedback. - Celebration of completion.

Social Skills Communication Collaboration Problem Solving Self Expression Manners Appropriate Behavior

Face–to–Face Interaction Eye to eye & knee to knee. Work together productively and promote each other success. Helping each other. Exchanging needed resources, info, materials. Processing information. Providing feedback. Challenge each other.

P I G S FACE

Characteristics of Cooperative Learning 1.TEAM 2.COOPERATIVE MANAGEMENT 3.WILL TO COOPERATE 4.SKILL TO COOPERATE

Procedure of Cooperative Learning 1. Explain about the material 2.Group working 3.Evaluation 4.Recognition of team achievement

Why use Cooperative Learning?

According to research (Slavin, 1995), C.L.: Improved academic achievement. Improved behavior and attendance. Increased self-confidence and motivation. Increased liking of school and classmates.

Benefits Teacher is not the sole provider of knowledge Efficient way to learn Students take ownership in the work and achievement Students are held accountable among their peers Learning revolves around interaction with peers Students are active participants in the learning process Builds interpersonal and interactive skills

Models of Cooperative Learning

1. Student Teams Achievement Division (STAD) - Robert Slavin - Definition: STAD is a Cooperative learning strategy in which small groups of learners with different levels of ability, ethnic, work together to accomplish a shared learning goal. a.Convey the purpose and Motivation b.Grouping c.Presentation (teacher) d.Team work e.Quiz (evaluation) f.Recognition of team’s achievement

2. Jigsaw - Elliot Aronson- Definition: The Jigsaw method is a cooperative learning technique in which students work in small groups. In this method, each group member is assigned to become an "expert" on some aspect of a unit of study. After reading about their area of expertise, the experts from different groups meet to discuss their topic, and then return to their groups and take turns teaching their topics to their group mates.

Jigsaw in steps 1. Divide the class into groups of four to six people. 2. Every student in group was given different assignment. 3. Students with the same assignment form the new team (expert group). 4. After the expert groups finished the discussion, each of them return to his/her home group and explain their assignment to the team. 5. Each expert group presents his/her discussion’s outcome. 6. Teacher gives evaluation. 7. Closing.

1. Topics and teams -- Topics for study are identified and students are placed in teams. 2. Planning -- Team members decide what sub- topics are to be investigated as well as the goals of their study and how the topics are to be studied. 3. Action -- Team members gather information, review it, analyze/evaluate it, and reach some conclusions. 3. Group Investigation - Shlomo Sharan and Yael Sharan -

4. Final Report Preparation -- Each team must prepare a summary activity. It may be in the form of a report, a briefing, etc., for the entire class. The teams, via representatives, must coordinate this activity. 5. Presentation -- Each team presents its findings to the class. Reduce “lecture/telling” by using role plays, panels, simulations, etc. 6. Assessment/Evaluation -- The purposes, methods, and means of evaluation can be negotiated collaboratively among the students and the instructor. Sharan andHertz-Lazarowitz, 1980.

4. Make a Match - Lorna Curran - 1.Teacher prepares some cards containing concepts/topics matching for review season (in one side, the question’s card and another side, the answer’s card. 2.Every student gets a card and think about the answer or question. 3.Students look for their pair that has a matching card with their card. 4.Student who can match his/her card before the timing offer will get the point. 5.After first round, cards are mixed again in order student gets different card from before. 6.Conclusion

5. Teams Games Tournament (TGT) Students play the game with other team’s members to score their own team. Characteristics: - Student work in small group - Games tournament - Team recognition

MUSHROOM CARROT CUCUMBER CABBAGE SPINACH

NOSE FORK NURSE DINING ROOM NECKLACE

6. Think Pair and Share (Frank Lyman, 1985) Pair discussion. Drill the students how to share their idea or thought. Students learn how to respect other’s idea or thought.

Steps: 1. Teacher poses a problem or asks an open-ended question to which there may be a variety of answers. 2. Teacher gives the students ‘think time’ and directs them to think about the question. 3. Following the ‘think time’ students turn to face their Learning Partner and work together, sharing ideas, discussing, clarifying and challenging. 4. The pair then share their ideas with another pair, or with the whole class. It is important that students need to be able to share their partner’s ideas as well as their own.

7. Debate Consist of two groups, pro and contra. Drill the student how to share idea/opinion. Drill the student how to defend their statement with logic arguments. Learn to accept and respect the differentiation.

Steps: 1.Divide the students into two groups (pro and contra). 2.Reading the material. 3.Conveying the statement (pro) and feedback (contra). 4. Teacher writes the main idea. 5.Teacher adds some concepts and ideas. 6.Making summary.

8. Problem Based Introduction (PBI) Raise an actual problem as a topic learning. Solve the problem fairly and objectively.

Steps: Teacher convey the competency that will be achieved. Motivate students to involve in activity of problem solving. Help students to define and organize the task. Support students in collecting information, experiment, collecting data, hypothesis and problem solving. Helping students in dividing task to their friends and a group. Helping students to evaluate their experiment and processes. Conclusion/Closing.

9. Mind Mapping 1.Convey the competency that will be achieved. 2.Serve material. 3.Making group in pair. 4.One student talks about the material and his/her pair listens to him and make notes. 5.Students present their interview outcomes with their pair. 6.Retell about the material. 7.Conclusion/Closing.

10. Cooperative Script (Dansereu Cs, 1985) Students work in pair. Exchange the explanation of material orally.

Steps: 1.Divide student into pair. 2.Student read the material and make summary. 3.Determine who is the first speaker and who is the listener. 4. The speaker reads his/her summary. 5.The listener corrects the speaker. 6.Exchange the actor. 7.Conclusion. 8.Closing.

11. Numbered Head Together 1.Divide student into groups of 3-4 persons, and each student gets the number. 2.Give the task to the group. 3.Discuss about the answer. 4.Teacher calls a number to present their work. 5.Argumentation and critic from other students. 6.Conclusion. 7.Closing.

12. Picture and Picture 1.Convey the competency that will be achieved. 2.Explain the material as the opening. 3.Show some pictures to the student. 4.Call the student and ask to arrange the pictures. 5.Ask the student about the picture series. 6.Teacher implants the concept based on the competency that will be achieved. 7.Conclusion/Summary.

13. Examples Non Examples 1.Divide student into groups of 3-4 persons. 2.Prepare pictures based on basic competency’s purpose. 3.Hang out the picture on the blackboard (or LCD projector). 4.Give the opportunity to the student to look at picture and analyze it. 5.Write down about the picture after discussion. 6.Every group should read his discussion product. 7.Teacher explain about the material. 8.Conclusion.

Peer teaching Multi way traffic communication and

With Love Armayani Idrus & Tika Lovinda