Professional Documents
Culture Documents
Definitions of Cooperative Learning and Theories Underlying Cooperative Learning
Definitions of Cooperative Learning and Theories Underlying Cooperative Learning
Definitions of Cooperative Learning and Theories Underlying Cooperative Learning
Team reward
Individual
accountability
Equal
opportunities
for success
Several points in Slavin’s definition of CL
INTERDEPENDENCE
NEGATIFE
Student did not come to
like or to understand
each other, racial tension
gets worse
Cognitive Psychology
Cognitive psychology, perhaps the dominant view in
education today, focuses on how humans take in, store,
and process what we learn.
Two important cognitive psychologists, Piaget and
Vygotsky, emphasized that interacting with others
could be an important aid to learning.
TEACHERS’ ROLE IN COOPERATIVE LEARNING
STUDENTS’ ROLE IN COOPERATIVE LEARNING
TECHNIQUES OF COOPERATIVE LEARNING
Cooperative learning techniques can be loosely
categorized by the skill that each enhances (Barkley, Cross
and Major, 2005)
CATEGORIZED OF CL TECHNIQUE
Discussion
"A good give-and-take discussion can produce unmatched
learning experiences as students articulate their ideas,
respond to their classmates' points, and develop skills in
evaluating the evidence of their own and others'
positions." (Davis, 1993, p. 63)
• Think-pair-share
• Three-step interview
Reciprocal Teaching
Slavin (1996), in a review of hundreds of studies,
concluded that "students who give each other elaborated
explanations (and less consistently, those who receive
such explanations) are the students who learn most in
cooperative learning." (p. 53)
• Note-taking pairs
• Jigsaw
Graphic Organizers
"Graphic organizers are powerful tools for converting
complex information in to meaningful displays...They
can provide a framework for gathering and sorting
ideas for discussion, writing, and research." (Barkley,
Cross and Major, 2005, p.205)
• Group grid
• Sequence chains
Writing
The Writing Across the Curriculum Clearinghouse at
Colorado State University encourages the use of
written assignments across the campus because is
teaches students to communicate information, to
clarify thinking and to learn new concepts and
information.
• Dyadic essays
• Peer editing
Problem solving
Research by mathematics educators Vidakovic (1997) and
Vidakovic and Martin (2004) shows that groups are able
to solve problems more accurately than individuals
working alone.
• Send-a-problem
• Three-stay, one-stray
THE STRENGTHNESS OF CL
• A positive effect of the student learning
• The potential to produce a level of engagement
• Students learn how to teach one another and explain
the material in their own words
• Questions and answer occur in students group
• Positive interdependency is achieved
cont…
• Interpersonal and collaboration skills can be learned
• We can meet more learning style
• Sends the symbolic message
• Higher ability students are in position to be experts,
leaders, models, and teachers; lower ability students
get the benefits of having higher ability students in
their group
THE WEAKNESSES OF CL
• Lower ability students are passive
• The students must think independently, without help
of others
• High stakes create increased chance for conflict
• Difficult for the teacher to make sure that the students
talk about the material/the content
cont…
• Higher ability students may not experience to stimulate
• Lower ability students perpetually in need of help
rather than try to get the knowledge by themselves
• Lower ability students make it the burden
References:
Jacobs, George M, Gan Siowck Lee, and Jessica Ball.
Learning Cooperative Learning Via Cooperative
Learning. 1997. Singapore: Seameo Regional language
center
Orr, Janet K. Growing Up with English. 1999.
Washington DC: English Language Program