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Implementing Co-Operative Learning

The document discusses implementing cooperative learning strategies in classrooms, noting that it encourages mutual participation and helps address individual differences, as opposed to traditional teacher-centered methods. It provides examples of cooperative learning techniques like Numbered Heads Together and advice for how to form groups, manage noise, and incorporate cooperative learning effectively without using it exclusively.

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Taraprasad Paudyal
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14 views

Implementing Co-Operative Learning

The document discusses implementing cooperative learning strategies in classrooms, noting that it encourages mutual participation and helps address individual differences, as opposed to traditional teacher-centered methods. It provides examples of cooperative learning techniques like Numbered Heads Together and advice for how to form groups, manage noise, and incorporate cooperative learning effectively without using it exclusively.

Uploaded by

Taraprasad Paudyal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Implementing

Co-operative Learning
George M. Jacobs and Stephen Hall
Context

 Most teachers hope for a smaller class size and homogeneous classroom at
least in terms of proficiency.
 However, most teachers have to work with a large size class
 In those classes, teaching methods are used which does not result in optimal
learning.
 Mostly teacher centered methodology is used. This ignores individual
differences, contribution of the learners, and does not provide optimal
learning.
Cooperative Learning

 Copperative learning method encourages students to be a part of the learning


process.
 it is more than just working in a group.
 This technique encourages mutual helpfulness in the groups along with active
participation of all memebers.
 This method also contributes significantly to language acquisition.
Benefits of Cooperative Learning

 Less teacher's lecture or talk


 Increased student talk
 More varied student talk
 More negotiation of meaning
 A greater amount of comprehensible input
 More relaxed classroom atmosphere
 Greater motivation for learning
A technique of Cooperative Learning

 One of the cooperative learning technique is Numbered Heads Together.


(Kagan, 1992)
 Students are divided into groups of 2 to 4 members and are numbered
 The teacher asks a question
 the group comes up with an answer ans explanation
 the teacher then calls a random number and the student has to answer

 This technique is successful asw each member need to know the answer and
the answer is the outcome of all the participants involved.
Determining the Group Size
 Even 2 people can be a group.
 In smaller groups-
 each member equally participates
 more quicker activities
 requires less group management skills
 better while at the beginning.

 In larger group-
 Provide more people to bigger tasks
 increase the variety of skills, personalities, backgrounds
 less number for the teacher to monitor.
 Group size recommended is the size of four. Kagan (1992) suggests working in
pairs and then the two pairs working together again.
How should groups be formed?

 Teacher selected groups


 This aims to achieve a heterogenous mix.
 Factors to consider while teacher assign groups- Language proficiency, first
language, sex, race and diligence.
 Creating a mixed proficiency groups

Make proficiency the clusters can


select ramdomly
clusters with the range from high to
from each band
students names low
 Random Grouping- Another method of grouping. This technique gives an idea that one can work
with anyone.
 One way of random grouping is counting off.
for example- dividing the total number of students
with the group size (4) .
 Another way is using playing cards with name of animals, plants and group the students.
 If the number of students is not divisible by 4, the teacher can make one or two smaller groups
or larger groups.
 Students too can group themselves.
Gaining Attention while working in
groups
 Using a Signal to get the student's attention- stop their work for a while and
face the teacher. One of the way is to raise hand.
 Remember RSPA

Attention to
Raise a Hand Stop Talking Pass the Signal
teacher
 Ringing a Bell, using music, whistle, snapping fingers, lights, singing or any
other signal to grab student's attention
 Another is playing a music in the background and stopping for attention.
 Students led activities can also use the same ways to signal.
 The students will not always face the teacher and most probably will be
focused on their works. To quickly grab the attention following ways can be
used in the class.
 One student as a group checker for receiving the signal.
 rewards or praise to prompt responding group to motivate the students.
What to do when the noise is too high?
 One student per group as noise monitor or quite captain. The students must collaborate quietly
but actively.
 Sitting close together
 Using special quiet voices (6 inches voice and 30 cm voices).
 Using sign to signal the students to work quietly.
 for example - raising hands can mean stop working and raising hand bent a the elbow can mean work
quietly.
 Kagan (1992) suggests the method of Stoplight Cards

For the quiet group works

To signal the group to quiet down

signal the group to keep completely silent ( count to ten before starting to work again)
What if a student does not want to work in a group?

 The teacher can discuss the advantages of cooperative learning like


 more learning and more fun.
 Group work as a language learning strategy.
 Including Group games to teach academic and social skills.
 The teacher shouls also provide language support (Richards, 1998) and tasks that require
exchange of information ( Nation, 1990).
 If the student still does not want to work in group, they can be allowed to work on theor own.
After a while, they will be willing to join the group.
What if Some Groups finish early?

 Check the assignment


 Have groups compare their works.
 Have groups discuss how they worked together.
 Develop Sponge activities related to the main tasks
 Set time limits but make them flexible
 Help other groups
 the students can also do their other works.
What about frequently absent students?

 Assign the student as an extra member of the group


 Assignment that can be completed in one period
 Being a group member may give a reason to present regularly in the class.
 Using peer pressure
 Jigsaw activities
 Make sure group has contingency plans which is also an important group skills.
 Updating the absent members to develop peer-tutoring skill.
 memebers to be responsible in conveying information
 Adjust grading
How long should a group stay together?
 Keeping the group for a longer period gives chance to become more comfortable and increase
group bonding. (4 to 8 weeks). (Dishon and O'Leary, 1993).
 Group that stay together for at least a few weeks facilitate long term projects.( Sharan and
Sharan, 1992).
 Resist the temptation to disband a group that is not working well.
 Use team building activities and collaborative skills (Kagan, 1992).
 Forming heterogenous groups can be difficult.
 Keep the long term groups, include short one-shot activities in a different group.
 Avoid keeping groups together if they begin to become Cliquish. (Dishan and O'Leary, 1992).
How should groups be ended?
 Statements by learners about content learned and the learning process.
 Closure activity for members for long standing group (oral or written).
 Letter of references by the group members to the group members.
 Group photos.
 Group products can be posted or published.
What percentage of time should be used for
Cooperative Learning?
 Noone suggests to use Cooperative learning all the time.
 Include teachers lectures and demonstration and also make students work alone (Slavin, 1995).
 If students and teachers are unfamiliar with this method, Start Slowly. Techniques like-
Numbered Heads Together and Three Step Interview can be used.
 Discuss with the students the Whys and Hows of learning together.
 Making cooperation and content theme.
 Interact with colleagues for support and ideas.
 Find right balance between teaching methods.
 Students need to know how to collaborate, compete, and work alone.

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