The group has not achieved until all its members have achieved

TUTORIAL WEEK 7 COOPERATIVE LEARNING

LILO_ANISAH JESS_DBIE JIE_NOJIE

Definition
Cooperative learning is a set of teaching strategies that is characterized by grouping students into learning teams for set amounts of time or assignments. The word team takes on the same meaning that it does in sport-all members working together to accomplish a common goal (teacher assigned learning task).

Two broad types of Cooperative Learning Strategies:

I. II. Intergroup Performance: Student teams compete with other teams Shared Group Performance: Learn content to teach it to the rest of the class

Cooperative Learning will most often work best for students who are classified as participant, collaborative, competitive, and independent.

Structure
Team Rewards

CONCEPTS
Equal Opportunity for Success Individual Accountability

Six procedural elements

Intentional group formation (teacher directed) Continuity of Group Interaction Interdependence among group members Individual accountability
Explicit attention to the development of social skills

Instructor as facilitator

To foster cooperative academic learning among students

Instructional Goals

To encourage positive relationships

To develop students self-esteem

To enhance academic achievement

Essential Elements
The process of learning is facilitated by five essential elements of Cooperative Learning.

Positive interdependence among students

Group processing

Face-to-face promotive interactions Individual accountability/persona l responsibility

Interpersonal and small group skills

Teacher Responsibilities
Decide what is to be learned by the students, formulate a learning task.
Select heterogeneous student groups. Present learning task to students in the form of a question or problem.

Monitor to ensure that socially appropriate group cooperation is occurring and intervenes only when necessary.
Once the learning task and structure have been presented and clarified, the teacher moves to a more passive role. Frame and present the structure of the task. Design all performance assessments.

Student Responsibilities

Decide and implement their own peer-teaching plan as they pursue the assigned learning task.
Decide how the team will work to ensure that all members contribute to the goal(s) and achieve the best possible score.

Organize themselves in their groups to pursue completion of the learning task.

Engage the problems presented by the learning task.

Intergroup Performance Activities

Activity 1: Writing Game
Divide the classroom into two or three groups. Each group chooses their "captain". The teacher writes on the board a word like "FRUIT" or "COLORS" or "ANIMALS", etc. Each group has to tell their captain to write down as many words as they can which belong to that category. They have 1 or 2 minutes. Each group takes 1 point for each word. Correct Spelling is very important in this exercise!

Activity 2: There is/there are

To practice there is/there are. Give your students a list of questions, and have them go around the school, park in order to answer the questions. Questions could be: How many doors are there in the school? How many teachers are there in the school at this moment? How many plants are there in the hall? How many tables are there in the classroom?

Shared Group Performance Activity Activity: Picture Fun

Have students cut out a picture of an animal in a newspaper/book. Students should describe the animal, what are their characteristics, etc. Then present that animal to the class. Assign them to imitate the sound of the chosen animal.