TEFL - Cooperative Language Learning Teaching (2)

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  • 1. COOPERATIVE LANGUAGE LEARNING (2) SHEILA WIJAYANTI @Sheila_Chei English education department Jember university
  • 2. COOPERATIVE LANGUAGE LEARNING  BACKGROUND  GENERAL CHARACTERISTICS  APPROACH THEORY OF LANGUAGE  APPROACH THEORY OF LEARNING  DESIGN  TYPES OF LEARNING AND TEACHING ACTIVITIES  LEARNER ROLES  TEACHER ROLES  THE ROLE OF INSTRUCTIONAL MATERIALS  PROCEDURE  CONCLUSIONS
  • 3. BACKGROUND Cooperative learning is group learning activity organized 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. (Olsen and Kagan 1992:8)
  • 4. GENERAL CHARACTERISTICS • Raise of achievements of all students • Positive relationships among students • Experience on healthy social, psychological, and cognitive development • Replace competition for cooperation • Replace teacher-fronted lessons for student-centered • Interactive pair and group activities • Development of learning and communication strategies • Reduce learner stress and create a positive affective classroom climate
  • 5. APPROACH THEORY OF LANGUAGE Interactive and cooperative nature of language Communication as a primary purpose of language Most speech is organized as conversation Communication takes place upon certain agreedupon set of cooperative rules We learn these social rules in conversational interaction
  • 6. APPROACH THEORY OF LEARNING • Role of social interaction in learning (Piaget and Vygotsky) • Development of critical thinking skills • Learning must emphasize on cooperation, not on competition • Increase and variety of second language practice • Cognitive development and increased language skills • Integration of language with content-based areas • Greater variety of materials to stimulate language and concept learning • Mastering of professional skills that emphasize on communication • Students act as resources of each other – a more active role
  • 7. DESIGN o OBJECTIVE The objectives of CLL are to develop critical thinking skills, and to develop communicative competence through socially structured interaction activities. o THE SYLLABUS CLL does not assume any particular from language syllabus, since activities from a wide variety of curriculum orientation can be taught via cooperative learning. CLL is the systematic and carefully planned use of group-based procedures in teaching as an alternative to teacher-fronted teaching.
  • 8. TYPES OF LEARNING AND TEACHING ACTIVITIES Johnson Olsen & Kagan 1992 Coelho 1992 Cooperative Learning Groups Key Elements Cooperative Learning Tasks  Formal Informal Cooperative Base Groups  Positive  Team practice from common input Jig saw Cooperative projects Interdependence  Group Formation Individual Accountability Social Skills Structuring and structures  Olsen & Kagan: Threestep interview, Round table, Think-pairshare, Solvepair-share, Numbered heads.
  • 9. LEARNER ROLES • Work collaboratively on tasks with other group members. • Must learn teamwork skills. • Be directors of their learning (plan, monitor, and evaluate their own learning) • Learning requires student’s direct and active involvement and participation. • Alternate roles involve partners in the role of tutors, checkers, recorders, and information sharers. “Pair tasks”
  • 10. TEACHER ROLES • Create a highly structured and well organized learning environment in the classroom: * Be a facilitator of learning. * Move around the class and helping students and groups as needs arise. * Teacher speaks less. * Provide broad questions to challenge thinking.
  • 11. * Prepare students for the task they will carry out. * Assist students with the learning tasks. * Give few commands, imposing less disciplinary control (Harel 1992). * Restructuring lessons so that students can work cooperatively.
  • 12. THE ROLE OF INSTRUCTIONAL MATERIALS • Create opportunities for students to work cooperatively. • Materials can be specially designed for CLL learning, modified from existing materials, or borrowed from other disciplines.
  • 13. PROCEDURE 1. Teacher assigns work to Ss 2. Ss cooperative work 3. Looking for materials 4. Team work, get a starting point 5. Individual work 6. Looking for mistakes 7. Ss revise compositions 8. Re read. Error - free
  • 14. CONCLUSIONS • Use of group discussion. Motives participation • Maximize student’s interaction •Contribute to each other learning • obtaining benefits