1. Technologies
for
Learning

2. Technologies for Learning
Is define
as specific teaching-learning
patterns that serve reliably as
templates for achieving
demonstratively effective
learning

3. COOPERATIVE LEARNING

4. It involves small
heterogeneous groups of
student working together to
achieve a common academic
goal or task while working
together to learn collaboration
and social skills.

5. Group members are
interdependent.
Involves active
participation of all
members.

6. Cooperative learning has
gained momentum in both
formal and informal
education from two
converging forces.

7.  First, the practical realization that
life outside the classroom
requires more and more
collaborative activities .
 Second, growing awareness of the
value of social interaction in
making learning more
meaningful.

8. ADVANTAGES
 ACTIVE LEARNING
-to actively interact with others.
 SOCIAL SKILLS
-learn to interact with others.
 INTERDEPENDENCE
-think positively to reach a common
goal.
 INDIVIDUAL ACCOUNTABILITY
-group’s success depends on the
input of each individual.

9. LIMITATIONS
Student compatibility
Student dependency
Time consuming
Individualists
Logistical obstacles

10. INTEGRATION
 In science lab, middle school students
work together as detectives to
determine the nature of an unknown
substance . In a group, one student is
assigned to search in the internet,
another goes to the library for
background research and other
design and conduct experiments on
the substance.

11. Note that although
their efforts were
pooled at the end,
most of the work was
done independently.

12. Today’s notion of cooperative
learning entails a deeper level
of interaction.
Process information in a way
that improves meaningfulness
and retention.

13. We can define this new
concept of cooperative
learning as the instructional
use of small groups so that
students work together to
maximize their own and each
other’s learning.

14. TWO PARTICULAR FORMATS AS
EXAMPLES OF COOPERATIVE
LEARNING TECHNOLOGIES
1. Johnson and Johnson’s Learning
Together Model.
2. Slavin’s Team Assisted
Individualization (TAI)

15. LEARNING TOGETHER
MODEL
 Johnson and Johnson (1993)
determined that FEEDBACK
about your performance is a
critical factor in successful
learning.
 Interdependent learning group.

16. Four basic elements
1. Positive interdependence
2. Face-to-face helping
interaction
3. Individual accountability
4. Teaching interpersonal and
small-group skills.

17. 1. Positive
interdependence
 all the members of the group are
dependent on each other to reach
success.
Teacher are expected to
 First, create positive goal
 Second, structures role
interdependence.
 Third, give rewards.

18. 2. FACE-TO-FACE
HELPING INTERACTION
The learners teach each other
and discuss any confusion or
misconceptions.

19. 3. INDIVIDUAL
ACCOUNTABILITY
REINFORCEMENT:
Randomly select one student’s
test to represent the whole
group.

20. 4. TEACHING INTERPERSONAL
AND SMALL-GROUP SKILLS
 To function effectively as a group,
they must be taught the skills of
communication, leadership,
conflict management and must
learn to monitor the process in
their group and making
corrections.

21. TEAM-ASSISTED
INDIVIDUALIZATION (TAI)
 Robert Slavin (1985) and his
colleagues developed for mathematics
instruction in grade three to six
 TAI was specifically intended to avoid
some of the problems encountered
with individualized programmed
instruction.

22. Allow students to proceed
more efficiently and
effectively on their own with
fewer demands from the
teacher for individual
checking and motivating.

23. TAI FOLLOWS THIS
PATTERN
1. Teaching groups
2. Team formation
3. Self-instructional materials
4. Team study
5. Team scores and team
recognition

24. COMPUTER-BASED
COOPERATIVE LEARNING
 Computer assistance can alleviate some
of the logistical obstacles.
 Decisions (Media File in chapter 9) is a
series of role playing software packages
by Tom Snyder Productions designed
specifically to generate informed
discussion and decision making in the
classroom using only one computer.

25. GAMES
 Is an activity in which
participants follow prescribed
rules that differ from those of real
life as they strive to attain a
challenging goal.
 Distinction between play and
reality makes games entertaining.

26.  Individual versus individual
can be a highly motivating device as
long as the contenders are fairly
matched and the conflict does not
overshadow the educational
objective.
 Group versus group entails the
same caution but it has the added
attraction of cooperation and
teamwork.

27.  Simulation games are based
on realistic contexts.
 the exception is solitaire type in
which players compete against
themselves.

28. ADVANTAGES
 ATTRACTIVE
-because they are fun.
 Novel
-arouse interest
 Atmosphere
-pleasant
 Time on task

29. LIMITATIONS
 COMPETITION
-competitive activities can be
counter-productive.
 DISTRACTION
-without careful management and
debriefing.
 POOR DESIGN
-spending large portions of time.

30. INTEGRATION
Attainment of cognitive
objectives.
Adding motivation
Small group instruction
Vocabulary building