Beruflich Dokumente
Kultur Dokumente
FILIPINA V. GAVINO
A teaching strategy where small teams of students (or
adults), with differing abilities, work together, using a
variety of learning activities to improve their
understanding of a subject.
Students use and develop a variety of personal skills (
communication, listening, collaboration) to accomplish a
shared learning goal set by the teacher/facilitator.
(Sharan, 2010)
COOPERATIVE LEARNING STRUCTURES
Discussion: Writing:
Think-pair-share Dyadic essays
Three-step interview Peer editing
Reciprocal teaching: Problem solving:
Note-taking pairs Send-a-problem
Jigsaw Three-stay, one-stray
Graphic organizers:
Group grid
Sequence chains
IMPLEMENTING COOPERATIVE LEARNING
1. Forming teams
2.Promoting positive interdependence
3.Providing actual accountability
4.Help students develop team work skills
5.Group processing
1.) FORMING TEAMS
• Form teams of 3 -4 students for most tasks
• Make the teams heterogeneous in ability level
• If the assignments require work being done
outside class , form teams whose members have
common blocks of time to meet during the week
• When students in a particular demographic
category are historically at risk for dropping
out, don’t isolate members of that category in a
team
2.) PROMOTING POSITIVE INTERDEPENDENCE
Advantages Disadvantages
It has been shown to have positive - A burden is making the student
responsible for
Effect on student learning other’s learning apart from themselves
It has the potential to produce a level - One studies shows that in group of
mixed ability,
of engagement that other forms of learning low achieving students become
passive and do
cannot focus on the task
Students may explain better than to - Depending on an individual motivation
and another student than a teacher to class interest on a particular
subject that will determine
well they learn
Positive interdepency is achieved as - Increase chances of conflict and
therefore need
Individual feel that they cannot succeed conflict resolution skills
Unless everyone in their group succeed.
Interpersonal and collaboration skills - It is very difficult for teacher
to be
can be learned in cooperative learning sure that the group are
discussing
Activity. academic content rather than
something else.
Higher ability students are in position - Lower ability students
may feel
to be experts, leaders, models, and teachers; perpetually in need of help
rather than
lower ability students get the benefits of having experiencing the role of
leader or expert
higher ability in their group. relative to the others in their
group.
REFERENCES
Cohen, E. G. (1998). Making cooperative learning equitable. Educational
Leadership, 56, 18-22.
Goodwin, M. W. (1999). Cooperative learning and social skills: What skills to
teach and how to teach them. Interventions in School & Clinic, 35, 29-34.
Johnson, D. W. & Johnson R. T. (1999). Learning Together and Alone:
Cooperative, Competitive, and Individualistic Learning (5th ed.). Boston:
Allyn and Bacon.
Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning
methods: A meta-analysis. Retrieved July, 2000 from the World Wide Web:
http://www.clcrc.com/pages/cl-methods.html
Johnson, G. M. (1998). Principles of instruction for at-risk learners.
Preventing School Failure, 42, 167-181.
Joyce, W. B. (1999). On the free-rider problem in cooperative learning.
Journal of Education for Business, 74, 271-274.
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