cooperative learning

COOPERATIVE LANGUAGE
LEARNING
It’s also known as a general instructional
approach as collaborative learning
It makes maximum use of cooperative
activities involving pairs and small groups
of learners in the classroom

COOPERATIVE LEARNING
COOPERATIVE LEARNING
Promote
communicative
interaction in the
classroom
Learner -centered
approach

GOALS IN LANGUAGE TEACHING
GOALS IN LANGUAGE TEACHING
•
To provide opportunities for naturalistic second language
acquisition through the use of interactive pair and group
avtivities.
•
To provide teachers with a methodology to enable them to
achieve this goal.
•
To enable focused attention to particular lexical items,
language structures, and communicative functions through
the use of interactive tasks.

•
To provide opportunitities for learners to develop
successful learning and communication strategies.
•
To enhance learner motivation and reduce learner stress
and to create a positive affective classroom climate.

TYPES OF LEARNING AND TEACHING ACTIVITIES
Formal
cooperative
learning
groups
These
last from
one class
period to
several
weeks
Involve students
working together to
avhieve shared
learning goals
Informal
Cooperative
learning
groups
These are ad-
hoc groups that
last from a few
minutes to a

class period.
To focus student
attention or to
facilitate learning
during direct
teaching

Cooperative
Base Groups
These are long
term, lasting
for at least a
year and
consist of
heterogeneous
learning
groups with
stable
membership
To allow
members to
give each other
the support,
help,
encouragement
, and
assistance they
need to
succeed
academically

K
E
Y
E
L
E
M
E
N
T
S
Positive Interdependence
Group Formation
Individual Accountability
Social Skills
Structuring and Structures

•
Deciding on the size of the group: this will depend
on the tasks they have to carry out, the age of the
learners, and time limits for the lesson. Typical group
size is from two to four.
•
Assigning students to groups: Groups can be
teacher-selected, random, or student-selected.
Teacher selected is recommended.
•
Student roles in groups: Each group member has a
specific role to play in a group, such as noise

monitor, turn-taker monitor, recorder, or
summarizer.

Team practice from common input – skills
development and mastery of facts.
•
All students work on the same material.
•
The task is to make sure that everyone in the group knows the
answer to a question and can explain how the answer was
obteined.
•
This technique is good for review and for practice tests; The
group takes the practice test together, but each student will
eventually d8o an assignment or take a test individually.
•
This technique is effective in situations where the composition of
the groups is unstable. Students can form new groups every day

Jigsaw: differentiated but predetermined imput-
evaluation and synthesis of facts and opinions.
•
Each group member receives adifferent piece of the information.
•
Students regroup in topic groups (expert groups) composed of people
with the same piece to master the material and prepare to teach it.
•
Students synthesize the imformation through discussion.
•
Each student produces an assignment of part of a group project.

•
This method of organization may require team-building activities for
both home groups and topic groups, long term group involvement, and
rehearsal of presentation methods.
•
This method is very useful in the multilevel class, allowing for both
homogeneous and heterogeneous grouping in terms of English
proficiency.

Coopertive projects: topics/resources selected by
students discovery learning
•
Topics may be different for each group.
•
Students identify subtopics for each member.
•
Steering commitee may coordinate the work of the class as a
whole.
•
Students research the information using resources such as
library reference, interviews, visual media, internet.
•
Students synthesize their innformation for a group
presentation
•
Each group presents to the whole class.

Olsen and Kagan, describes the following
examples of CLL activities:
Three- step interview:

-
Students are in pairs; one is interviewer and the other is
interviewee.
-
Students reverse roles.
-
Each shares with team member what was learned during the two
interviews.
Roundtable (Round Robin) There is one piece of paper and one
pen for each team.One student makes a contribution and passes the
paper and pen to the student of his or her left. Each students makes
contributions in turn.

Think- Pair- Share: Teacher poses a question. Students
think of a response. Students discuss their responses
with a partner. Students share their partner’s response
with the class
Solve – Pair – Share: teacher poses a problem. Students
work out solutions individually.Students explain how
they solved the problem in interview or Round Robin
structures
Numbered Heads: Students number off in teams.
Teacher asks a question. Heads Together – students
literally put their heads together and make sure everyone
knows and can explain the answer. Teacher calls a
number and students with that number raise their hands
to be called on, as in traditional classroom.