The Roles of Teacher:

Cooperative and Active

Learning in Classroom Context
 What is cooperative learning?

method of
instruction

completing a Engaging
specific task Students

Develop Working together

leadership skills in groups
How is conducting cooperative learning?

Positive interdependence

Group Face to face

processing interaction
Five
Element
s

Collaborative Individual
skills accountability
 Explaining the
academic task and
cooperative goal
structure
Making Decisions Monitoring and
intervening

The roles of
teacher in
Specifying cooperative Evaluation and
Objectives learning Processing
classroom
context

Lang and Evans,

Lang2006
and Evans,
2006
 Name the group Structure the
Set the size of members physical
the group arrangement of
the room Make sure
Specify the suitable
instructional materials are
objectives available

The duties of teacher in cooperative learning

classroom

Explain the final Evaluate the

product and product of
students Observe groups using the
behavior clearly students’ Be a consultant criteria were set
cooperative or intervene
behavior
 Cooperative Learning Approaches
Aronson’s Jigsaw
Students are assigned to five
heterogeneous or home group of five or
six
Break down academic material as many
parts as there are groups
Student study their portion, with the
member of other home group who has
the same material and this is the expert
Expert teach their material to other home
group member
Students are quizzed on all academic
material and receive individual grades
Slavin’s Jigsaw
Students are assigned to five
heterogeneous as an expert.
Each group is assigned a portion of the
material
Students study the material assigned and
then meet in expert group
Student return to their home teams and
teach their peer
Students take a quiz covering all the
topics
Quiz scores are used to form team scores
 Team-Games-Tournament
(TGT Slavin) Three students of
similar academic
achievement are
Students are assigned to four or five
assigned to each table
member teams

Team heterogeneous by ability, racial Three highest

or ethnic background, and sex
The job of the team is through peer
tutoring, preparing each other for
tournament
Tournament tables are preparing
performers are
assigned table 1, next
three highest sit at
table 2 and so on
When the game is over
, contestants are scored

Reward interdependence is created in

a team Team scores are
determined by adding
the score team
members

Winner = most score

 Students Team and Achievement Divisions

Students are assigned to

heterogeneous team of four or five
members
Study for fifteen minutes weekly
quizzes
Quiz score are translated into team
scores using Achievement Division
( The highest six scores are placed in
the same AD)

STAD involves competition among

equals
 Group Investigation
Sharan and Lazarowitz

A general topic is introduced by the Both in and out of school resources

teacher can be investigate

The class divided into two-six Each group carried out the plan and
member heterogeneous task oriented the teacher monitors progress and
groups offers assistance as needed

Students often pick the topic they Data are analyzed and evaluated
would like to investigate

Individual groups meet with the Groups present their report

teacher to clarify the goals of the
investigation
What is Active Learning

Felder and Brent, 2008

What are the features of active
learning?

Defining

Hands-on
Creating
activity
Active
Learning

Analyzing Questionin
g (Kelly and friends,
2010)
Active learning Structures
(Felder and Brent, 2008)

In-class teams

Think-Pair-Share

Cooperative Note-Taking Pairs

Guided Reciprocal Peer Questioning

Writing Assignment

Concept tests with clickers

Pair Programming

Minute Paper
 In-class teams
Get class to form teams of 2-4
Choose team recorders
Give teams 30seconds – 5 minutes
or more to
Recall prior material
Answer or generate a question
Start a problem solution
Work out the next step in a
derivation
Think of an example
Explain a concept
Figure out why a given result may
be wrong
Brainstorm a question (Quantity)
Summarize a lecture
 Think-Pair-Share

Students think of answer individually Share answer with class

Pairs may discuss answers with other pairs

Form pair to produce joint answer
before general sharing (optional)

Cooperative Note-Taking Pairs

The other partner adds information or

Students form pairs (during the class)
correct
After short lecture segment, one summarize The goal is for everyone to improve
his/her notes to the other his/her notes

Guided Reciprocal Peer Questioning

Students work in groups of three or four Each student prepares 2 or 3 thought-

provoking questions
Questions are discussed in a small group at the
Provide a set of generic question beginning, and whole class for controversial question
 Writing Assignment
Tell the students about the reason and the
benefit of using writing assignment
In Class
Provide opportunities for students to reflect on
their learning both in or out of the class
Outside of class
If there are many writing assignment in a
course, keep them in a learning log
• Ask students to write what they
know before lecture
• After about 10-15 minutes of
lecture ask student to
summarize the main idea
• Make a list of practical
applications or questions
In The Lab
• have students summarize their
result and reflect on what they
might mean
• Ask students to connect lab
activities with material
presented
• Get students to summarize
reading and write question
about material
• Have students reflect on how
cooperative group activities are
working
 Concept tests with clickers

Ask class challenging multiple-choice

Pair and discuss, then vote again
conceptual questions
Discuss why wrong answer were wrong
Have students vote individually

Pair Programming Minute Paper

Two students actively collaborate on a task

Stop lecture with to minutes to go
that involves computer usage
The pilot does the keyboarding, and the navigator Ask students to write the main point and the
identifies problem and thinks strategically muddiest point anonymously

Collect the paper and look through the responses to

check for understanding
The two switch roles frequently
Begin the next lecture by addressing common
questions from the minute papers
 Thinking Aloud Pair Problem-Solving ( TAPPS)

Students form pairs, one problem-solver(PS),

one questioner/listener

Instructor defines activity

PS talks though first part of solution

Listener questions, gives hints when

necessary, and keep talking the PS

Instructor stop activity

Collect solutions from several listeners

Make sure everyone understand up to that

point

Pairs switch roles and continue

 Facilitator

The Roles of Teacher in

Active Learning
Classroom Context

motivator organizer
THANK YOU