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Cooperative Learning
Why use C/L
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C/L alters the primary discourse pattern of an activity from Teacher-Student
to Student- Student
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It utilizes many benefits of Vygotskian social learning. Cross age and
competency tutoring is beneficial to both the high performer and the low
performer.
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Students take on responsibility for their own learning.
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C/L reduces anxiety of interaction in the classroom.
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When used correctly, it reduces classroom management problems.
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It is integrates well with other approaches.
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C/L is consistent with the social needs of a service oriented society.
It fills the socialization void in schools.
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It improves intercultural relations.
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It increases student’s time on task
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It increases frequency and types of practice of skills and content.
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It has a large body of theoretical support.
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It is supported by successful practice.
When to use C/L
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C/L should be used only as long as it is effective. C/L should be accompanied
by effective classroom management.
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It need not be used for the whole class. Spencer Kagan does not recommend
the exclusive use of C/L. Direct instruction is equally invaluable and
is in fact an integral part of C/L
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Start with activities that require short periods of time. As the cooperative
skills of student’s develop, increase the length of time in C/L.
What is C/L
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Groups should not be forced and C/L does not mean giving up individuality.
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C/L should be designed so that every member of a group must participate
in order to achieve.
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The range of C/L methods address both basic skills and high level processes
and content.
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C/L seeks to develop intrinsic motivation in the content AND social motivation.
How to implement C/L: The Six Key Concepts
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Teams: Groups of students
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Heterogeneous Teams
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Random Groups
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Homogeneous Language Teams
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Interest Teams
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Cooperative Management
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Giving Directions
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Start and Stop of Activity
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Modeling
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Positive examples of behavior rather than negative examples
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Will to Cooperate
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Teambuilding and classbuilding by team and class rewards.
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Skill to Cooperate
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Modeling and reinforcement, role assignments, structuring, and reflection
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Basic Principles
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Simultaneous Interaction: Time is used efficiently
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Positive Interdependence: The cooperative principle
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Individual Accountability: Everyone participates, everyone learns
Structures: A content free way of organizing the interaction of individuals
in a classroom.
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Structures + Content = Activity
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Structures yield predictable outcomes in academic, linguistic, and social
domains. Different structures are used for different objectives.
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Can be used with or without specially designed curriculum materials.
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C/L goes wrong when there is a mismatch of structures, objective, and skill
or cognitive level.
Recommendations:
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Teachers should have a few structures and activities in regular practice
to incorporate into and complement other teaching practices.
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Distinguish between Cooperation and Cooperative Skills. Skills are something
you learn and practice.
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Always be aware when implementing:
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Identify cognitive development
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Identify social development
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Identify the ideal location in a lesson plan
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Identify location in a curriculum
The path of C/L
1) Students learn to cooperate
2) Students develop a range of cooperative skills
3) Students apply skills in a structured situation
4) Students ultimately develop the ability to transfer skills, organize
prior content knowledge and organize socially, and strategize in an unstructured
situation
Bibliography and Resources:
Kagan, Spencer; Cooperative Learning; San Diego; Resources
for Teachers; 1994
Slavin, Robert; Cooperative Learning; New York; Longman; 1983
Johnson, D.W. and Johnson, R.T.; Structuring Cooperative Learning: Lesson
Plans for Teachers; Minneapolis, MI; Interaction Book Co. 1984
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