a

2. :1.Interaction patterns &Theoretical Perspectives regarding
CL
2.Elements
cooperative learning:3.Characteritics of
4. Class activities that use cooperative learning :
. What are the differences between cooperative &Traditional
groups?.5
6.Advantages & Disadvantages:
7.Some guidelines to manipulate cooperative learning:

3. Interaction Patterns:
PROMOTIVE: Encouraging
and facilitating each other’s efforts
to achieve
OPPOSITIONAL:
Discouraging and
obstructing each other’s
efforts to achieve.
NO INTERACTION.

4. Theoretical
Perspectives
 An approach to teaching and learning
in which classrooms are organized so that
students work together in small co-
operative teams. Richards(2002)
Learning that results from group work in
which the participants engage in
collaborative dialogue , i . e. each student
adds to or extends his/her partner’s
contributions . Ellis (2004)
 Cooperative learning techniques are
tools which teachers use to encourage
mutual helpfulness in the groups and
active participation of all members .
George M. Jacobs and Stephen

5. 1. Positive
Interdependence
2. Face to Face
Interaction
3. Individual and Group
Accountability
4. Interpersonal and
Small Group Skills
i. Sink or swim together
ii. Promotion of each
other’s success
iii. No hitchhiking ; No
social loafing
iv. Social skills must be
taught
v. Group’s decision
about changing or
continuing behaviors

6. Positive
Interdependence
Students have two responsibilities:
 learn the assigned material
 ensure that all members of the group learn
the material
 Each student should see his or her
contribution as essential for group success.
 each student makes unique contribution
 Interdependence occurs when students cannot
succeed unless all their group members also
succeed.

7. Face-to-Face
Interaction

8. Individual
Accountability
Teacher must assess (directly or
indirectly) how much effort each member
is contributing to the group’s work.
Teacher must provide feedback to
groups and individual students.
Teacher must help groups avoid
redundant efforts by members.
Teacher must ensure that every
member is responsible for the final
outcome.

9. Social Skills
 Students must get to know and trust one
another.
 Social skills are experimented.
 Students must communicate accurately
and unambiguously.
 Students must accept and support each
other.

10. Processing
 At the end of the process, students reflect to
determine which member actions were helpful and
which were harmful.
 Students then make decisions about which actions
to continue, change, or delete.
 Such processing allows groups to:
 focus on maintaining good working relationships.
 learn and improve cooperative skills.
 provide feedback on member participation.
 think at a meta cognitive level as well as
cognitive level.
 celebrate success of the group.

11. Characteristics of cooperative
learning: (Storch , 2002)
Predominance of first person plural
pronouns.
Few or absence directives thereof.
Text co – constructed.
Language – related episodes are
initiated by means of a request.
Interactive responses that are often
incorporated.
Evidence of scaffolding.

12. Jigsaw
Think-Pair –
Share
Three Step
Interview
RoundRobin
Brainstorming
Three minute
review

13. Team Pair
Solo
Circle the
Sage
Partners
I. Students do problems first as a
Team, then with a partner, and
finally on their own .(mediated
learning)
II. First the sages on the topic in
the class are selected, then they
spread in the groups ,NO TWO
MEMBERS OF THE SAME
TEAM GO TO THE SAME
SAGE, then group members
return to their teams . Each in
turn explains what they learnt.
III. Half of each team is given an
assignment to be able to teach
the other half . They quiz or
tutor teammates.

14. What’s the difference?
Cooperative Group Traditional
Group
 Positive interdependence No interdependence
 Individual accountability No individual
accountability
 Heterogeneous membership Homogeneous membership
 Shared leadership One leader
 Responsible to each other Responsibly only for
self
 Task & maintenance emphasized Only task emphasized
 Social skills directly taught Skills assumed or
ignored
 Teacher observes & intervenes Teacher ignores
groups
 Group processing occurs No group
processing

15. 1. Promote student learning significantly
more
2. Increase student retention
3. Enhance student satisfaction with their
learning experience
4. Help students develop skills in oral
communication
5. Develop students’ social skill
6. Promote student self-esteem

17. Sharan (2010) : The constant evolution of
cooperative learning as a threat
Resistance and hostility of students toward their
group mates
Vague objectives
It isn’t systematically put in place
Encouraging only lower-level thinking
Too great a burden on some students
Poor expectations for accountability
An avoidance of teaching

18. Some guidelines to manipulate cooperative
learning groups: (Jacobs & Halls,2002)

19. Credits and
References
•Jack, c., Richards , & Willy, A., Renandya (2002).
Methodology in language teaching. Cambridge 49-58
•Ellis, R. (2004). Task-based language learning and
teaching. Oxford 269-272
•http://edtech.kennesaw.edu/int... cooperative learning
•http://www.thirteen.org/edonli...cooperative and
collaborative
•http://serc.carleton.edu/introge...cooperative learning
•http://www.cooplearn.org/wor... working in team

20. Thanks 4 ur
attention