Cooperative and collaborative learning In cooperative learning, students team up and work together so as that they can solve

a particular task or achieve a certain goal by group work. They exchange their knowledge of the matter in order to reach an answer which represents a result of their cooperation. Collaborative learning also includes small group work of individuals but sometimes with the help of someone who is considered an expert or more informed of the matter (usually, the teacher). The teacher is there to assist the students and provide guidance, but the students are still those who are responsible for the major part of learning. They share information and merge the new knowledge with the one which is already acquired. These types of learning are normally implemented through group work. I believe that there are numerous advantages of these types of group work. Since students work in groups, interaction between them is unavoidable. The interaction leads to two other benefits. First, the students practice their social skills which are important not only in learning but in other aspects of life as well. They learn how to interact properly with their colleagues, how to deal with conflicts, how to make decisions, how to criticize ideas and not people, etc. Secondly, when learning a second language, communication is crucial. Students feel more free to speak in the target language in smaller groups where there isnt so much pressure of making mistakes and embarrassing oneself. When students do make mistakes, more knowledgeable peers can help them in correcting them, and this positive feedback from a peer can sometimes be more fruitful than the one got from the teacher. Another benefit, which is usually referred to as positive interdependence, is also important for successful group work. Students learn to appreciate each others contributions to the work of the group as a whole, and individuals need to see how their parts in solving the task contribute to the overall success of the group. Moreover, this sense of working together makes students understand just how accountable they are. Each individual is accountable for his or her part of the work, and the group as a whole is accountable for performing the tasks assigned to it. This teaches the students to understand what responsibility means. Since cooperation implies team work, peers can and are actually expected to assist each other in

areas where they need more help. This strengthens the students sense of altruism and caring for another. A group member works on his or her part alone, and this enhances his or her independence and autonomy. There are certain drawbacks to group work, but, in my opinion, they can be seen as negligible. For example, some teachers may see group work as yielding all control to the students. This shouldnt be regarded in such a narrow perspective. Teachers should have some insight in the progress of groups. Also, they should provide some help if it is necessary. Then, some students can be more talkative than the others or more competitive, which might reflect on the participation of those who are shy or not so talkative. But, this does not represent some general rule because all this varies in regard to the individual differences of the students, and as the terms suggest, these types of learning involve cooperation and collaboration and not competition. Also, these individual differences allow for innovation and creativity, which can improve learning. Then, in terms of communication, some might argue that the students will probably deal with the problems in their native language because it is probably easier for them, but teachers are there to point out the benefits of practicing the target language and to encourage students to do so. According to the previously mentioned, one can evidently see that cooperative and collaborative learning have a number of advantages. These types of learning promote student interaction and intrinsic motivation; they can help in forming a higher sense of self-esteem and ones competence; they develop social and communicative skills; a positive environment is created where students reach some conclusions by team work and discovery learning; students learn through debates and discussions, which again enhance their interaction skills; students learn to be responsible, how to cooperate; the level of classroom anxiety and fear of embarrassing themselves are lowered; small groups form a sense of belonging to a community, etc.

Bibliography:
1. Teaching by Principles: an Interactive Approach to Language

Pedagogy, Brown, H. Douglas, New York: Longman, 2001 2.

3. www.gdrc.org 4. www.co-operation.org