Professional Documents
Culture Documents
COLLABORATIVE
LANGUAGE
LEARNING
COOPERATIVE LANGUAGE LEARNING
Cooperative learning is
group learning activity organized so
that learning is dependent on the
socially structured exchange of
information between learners in
groups and in which each learner is
held accountable for his or her own
learning and is motivated to
increase the learning of others.
(Olsen and Kagan 1992:8)
COLLABORATIVE LANGUAGE LEARNING
Collaborative vs. Cooperative Learning
Collaborative Learning Cooperative Learning
Collaborative Cooperative learning
learning is based on the is a successful teaching
idea that learning is a strategy in which small
naturally social act in teams, each with
students of different
which the participants levels of ability, use a
talk among themselves variety of learning
(Gerlach,1994). It is activities to improve
through the talk that their understanding of a
learning occurs. subject. (U.S. Dept. of
Ed. Office of Research,
1992)
Traditional Cooperative
Language Learning and Collaborative Learning
Independence None or negative Positive
Student
expectations
Be a winner or loser. All members contribute
to the group
Teacher’s roles Judge of students’ Facilitator of the
right or wrong communication tasks
Learner roles Passive receiver and Active participant
performer
Interaction
Mainly teacher- Intense interaction
student interaction among students
Room
arrangement Separate desks Collaborative small
groups
Traditional Language Teaching
It is a teacher-centered method in which many
ingredients of Grammar-translation Method and
Audio-Lingual Method are used in the language
teaching and learning.
Language learning is viewed as memorizing rules and
facts in order to understand and manipulate the
morphology and syntax of the foreign language.
Student-student interaction is minimal.
Students are seen as acquiring knowledge of language
rather than communicative ability directly and they
simply passively acquire the new knowledge.
Dealing with Communicative Language
Cooperative language learning
shares some characteristics with
communicative language teaching.
Replace teacher-fronted
lessons for student-centered
Development of learning
and communication
strategies
GENERAL CHARACTERISTICS
Raise of achievements of all students
Experience on healthy
social, psychological, and
cognitive development
Formal
= Tasks in which students work together
Informal
= Ad-hoc groups used to facilitate learning
related to direct teaching
Cooperative
= Long term, heterogeneous learning groups
allowing students to support , help and assist
each other ( combination of the two)
Key Elements (Olsen & Kagan, 1992)
T E A M P R A C TICE F O R C O M MON I N P UT
=Skills development and mastery of facts
Student work on some material
Practice to follow traditional , teacher–directed
teaching
Students coaching and helping each other to
ensure comprehension
Any person in the group can answer a teacher’s
question
CooperativeLearning
Cooperative Learning Tasks
Tasks (Coelho,
(Coelho,1992)
1992)
JIGSAW
Differentiate but predetermined input-evaluation
and synthesis of facts and opinions
Each group receives different piece of information
Students regroup in topic groups to share mastery over
subject matter
Information is synthesized through discussion
Each student is responsible for an assignment or test
Team-building activities, rehearsals of presentation
Used in multilevel classes
CooperativeLearning
Cooperative Learning Tasks
Tasks (Coelho,
(Coelho, 1992)
1992)
COOPERATIVE PROJECTS
Topics or resources are selected by students
(discovery learning)
Topics varied
Subtopics were identified for each group member. Each
students ‘ assignment is individualized and unique
Steering committee coordinate work for the entire
class
Students research and synthesize materials for group
presentation
THREE-STEP INTERVIEW
1. Students are in pairs (interviewer
& interviewee)
2. Roles are reversed
3. Each shares what was learned
R O U N DTAB LE - ON E P E N /O N E P A P E R
1. One student contributes
2. Paper is passed
T H IN K -P AI R -S H AR E
1. Teacher asks questions
2. Student thinks with partner
3. Student discuss with partner
4. Students share partners response with
class
SOLVE-PAIR-SHARE
1. Teacher asks question
2. Student solve problem individually
3. Student explains in an interview
NUMBERED HEADS
1. Students numbered off in teams
2. Teacher ask question
3. Heads together
4. Teacher calls a number, students respond when
appropriate
LEARNER’S ROLES
Work collaboratively on tasks with other group
members.
Must learn teamwork skills.
Be directors of their learning (plan, monitor, and
evaluate their own learning)
Learning requires student’s direct and active
involvement and participation.
Alternate roles involve partners in the role of
tutors, checkers, recorders, and information
sharers. “Pair tasks”
TEACHER ROLES
TEACHER’S ROLES