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learning
all for one, one for all.
Definition
Olsen and Kagan, (1992)
define cooperative learning
as "group learning activity
organised so that learning is
dependent on the socially
structured exchange of
information between learners
in groups and in which each
learner is held accountable
for his or her own learning
and is motivated to increase
the learning of others."
Within cooperative
situations, individuals seek
outcomes that are
beneficial to themselves
and beneficial to all other
group members.
Cooperative learning is the
instructional use of small
groups so that students
work together to maximize
their own and each other's
learning.
Teachers role
Making pre-instructional decisions :
. Specifying academic and social skills objectives. Every lesson
has both academic and interpersonal and small group skills
objectives. .
Deciding on group size. Learning groups should be small.
. Deciding on group composition. Assigning students to groups
randomly or select groups. Maximize the heterogeneity in
each group,
Assigning roles, structure student-student interaction by
assigning roles such as "reader, recorder, encourager of
participation, and checker for understanding".
Arranging the room. Group members should be 'knee to knee
and eye to eye' but arranged so they all can see you at the
front of the room. .
Teachers roles 2
Planning materials. Arranging materials to give a 'sink or swim together'
message. Give only paper to the group or give each member part of the
material to be learned.
Explaining task and cooperative structure
Explaining the academic task and the objectives of the lessons, the
concepts and principles students need to know in order to complete the
assignment, and the procedures they are to follow.
Explaining the criteria for success. Students work should be evaluated on a
criteria-referenced basis. Making clear your criteria for evaluating students'
work.
Structuring positive interdependence. Students must believe that they 'sink
or swim together'.
Structuring intergroup cooperation. Having groups check and help other
groups.
The teacher plays a leading role in setting up the cooperative learning
structures as well as in preparing students for the tasks and in facilitating
the accomplishment of the task goals.
Learners roles
Facilitator, time keeper, reporter,
summarizer, recorder.
Counsellor, decision maker,
negotiator, problem solver,
researcher, leader
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Cooperation as a value
Heterogeneous grouping
Positive interdependence
Individual accountability
Simultaneous interaction
Equal participation
Collaborative skills
Group autonomy
Vygotsky
the Zone of Proximal Development (ZPD): the limit to
which someone can learn new information with the
assistance of someone else. This could be an expert
such as a teacher or a fellow learner at the same level
or slightly higher level of competence than the learner.
S/he acts as a mediator between the student and the
knowledge the student is trying to understand and
assists the learner in reaching goals not attainable by
the learner alone. Thus, the ZPD defines those
functions that have not yet matured but are in the
process of maturation, functions that will mature
tomorrow but are currently in an embryonic state
(Vygotsky, 1978, p. 86).
Types of CL groups
Formal cooperative groups
Informal cooperative groups
Cooperative base groups