The document discusses cooperative language teaching (CLT), which is an approach based on social interaction and learning. It emphasizes developing critical thinking skills through group work. Key aspects of CLT include positive interdependence among group members, individual accountability, and teaching social skills. The teacher's role is to structure cooperative activities and groups, set goals, and select materials. Learner roles involve collaborating in groups to complete tasks. Common cooperative learning techniques mentioned are jigsaw, think-pair-share, and mind mapping. The document provides an overview of the theoretical foundations and implementation of CLT.
2. APPROACH
THEORY OF LANGUAGE
“ all normal children growing up in a normal environment
learn to talk. We are born to talk… we may think of ourselves
as having been programmed to talk… communication is
generally considered to be the primary purpose of language”
(Weeks 1979)
3. THEORY OF LEARNING
> Based on the theorical work of developmental
psycholopgists Jean Piaget and Lev Vigotsky, which stress the
central role of social interaction learning.
> CLL seeks to develop learner´s critical thinking skills,
which are seen as central to learning.
4. WHAT ARE SOME COOPERATIVE
LEARNING APPROACHES?
To be successful, Cooperative Learning tasks are designed by
teachers so that students are required to depend on one another to
complete the assigned tasks and to master content and skills. When
these approaches are used frequently and correctly, students will
acquire the positive results of Cooperative Learning.
- Jigsaw
- Think-pair-share
- Send a problem
- Round robin
- Mind mapping
5. DESIGN
- OBJECTIVES
To devolop critical thinking skills and todevelop communicative
competence through socially interaction activities.
More specific objectives will derive from the context in which it is
used.
- THE SYLLABUS
CLL does not asume any particular form of language syllabus. A
variety of activities can be taught via cooperative learning.
6. TYPES OF LEARNING AND
TEACHING ACTIVITIES
1. FORMAL COOPERATIVE LEARNING GROUPS
Are established for a specific task. (one class)
2. INFORMAL COOPERATIVE LEARNING GROUPS
Are used to focus st attention
3. COOPERATIVE BASE GROUPS
These are long term. The purpose is to allow members give support
and assistance each other.
7. OLSEN AND KAGAN PROPOSE THE
FOLLOWING KEY ELEMENTS OF
SUCCESFUL GROUP-BASED LEARNING
- POSITIVE INTERDEPENDENCE
- GROUP FORMATION
- INDIVIDUAL ACCOUNTANILITY
- SOCIAL SKILLS
- STRUCTURING AND STRUCTURES
8. LEARNER ROLES
> IS A MEMBER OF A GROUP WHO
MUST WORK COLLABORATIVELY ON
TASKS WITH OTHER GROUP
MEMBERS.
> HAVE TO LEARN TEAMWORK
SKILLS.
9. TEACHER ROLES
CREATE A HIGHLY STRUCTURTED AND WELL-ORGANIZED
LEARNING ENVIRONMENT IN THE CLASSROOM
-SETTING GOALS
- PLANNING AND STRUCTURING TASKS
- ESTABLISHING THE PHYSICAL ARRANGEMENT OF THE
CLASSROOM
- ASSIGNING STUDENTS TO GROUPS AND ROLES
- SELECTING MATERIALS AND TIME
10. MATERIAL ROLES
> PLAY AN IMPORTANT
PART IN CREATING
OPPORTUNITIES FOR
STUDENTS TO WORK
COOPERATIVELY.
> EACH STUDENT MIGHT
HAVE ONE SET OF
MATERIALS.
11. PROCEDURE
o TEACHER ASSIGNS TEAMWORKS.
o COOPERATIVE WORK IS EXPECTED.
o LOOKING FOR MATERIALS BY THE TEACHER.
o TEAMWORKERS START TO CHANGE IDEAS.
o LOOKING FOR MISTAKES.
o REVISE COMPOSITIONS AND FEEDBACK.
