1. CHRISTNAGAR COLLEGE OF EDUCATION,
THIRUVALLAM
ONLINE ASSIGNMENT SUBMISSION
TOPIC:
SUBMITTED BY,
ROSHINI.AS
ROLL.NO:10
B.Ed. ENGLISH
18.07.2015
CO-OPERATIVE LEARNING
2. INTODUCTON
INNOVATION IS A BRIDGE BETWEEN CURRENT
PRACTICES AND NEW PRACTICES .IT MEAN COMING UP
WITH IDEAS AND APPROACHES THAT BREAK NEW
GROUND AND OPEN UP NEW WAYS OF DOING
THINGS. INNOVATION IN EDUCATION IS IMPORTANT
BECAUSE WE NEED TO PREPARE YOUNG PEOPLE FOR
AN EXCITING BUT UNCERTAIN OPPORTUNITIES FOR
STUDENTS TO LEARN IN NEW WAYS TO MEET THEIR
INDIVIDUAL NEEDS .INNOVATIONS ARE COMING UP
ONE BY ONE IN THE FIELD OF TEACHING AND
LEARNING AS IN ANY OTHER FIELDS.
WITHOUT THE CO-OPERATION OF ITS
MEMBERS SOCIETY CANNOT SURVIVE, AND THE
SOCIETY OF MAN HAS SURVIVED BECAUSE THE
COOPERATIVENESS OF ITS MEMBERS MADE SURVIVAL
POSSIBLE.IT WAS NOT AN ADVANTAGEOUS
INDIVIDUAL HERE AND THERE WHO DID SO, BUT THE
GROUP. IN HUMAN SOCIETIES THE INDIVIDUAL WHO
ARE MOST LIKELY TO SURVIVE ARE THOSE WHO ARE
BEST ENABLED TO DO SO BY THEIR GROUP.
3. CO-OPERATIVE LEARNING
CO-OPERATIVE LEARNING IN AN EDUCATIONAL APPROACH
WHICH AIMS TO ORGANIZE CLASSROOM ACTIVITIES INTO
ACADEMIC AND SOCIAL LEARNING EXPERIENCE. THERE IS
MUCH MORE TO CO-OPERATIVE LEARNING THAN MERELY
ARRANGING STUDENTS INTO GROUPS, AND IT HAS BEN
DESCRIBED AS:-
“STRUCTURED POSITIVE INTERDEPENDENCE”.
STUDENTS MUST WORK IN GROUPS TO COMPLETE TASK
COLLECTIVELY TOWARDS ACADEMIC GOALS.UNLIKE
INDIVIDUAL LEARNING , WHICH CAN BE COMPETATIVE IN
NATURE ,STUDENTS LEARNING COOPERATIVELY CAN
CAPITALIZE ON THE ANOTHER RESOURCES AND
SKILLS.FURTHERMORE,THE TEACHER’S ROLE CHANGES FROM
GIVING INFORMATION TO FACILITATING STUDENTS
LEARNING.EVERY ONE SUCCEDS WHEN THE GROUP
SUCCEEDS.
IT IS A SOCIAL PROGRESS GROUNTED BY
STRUCTURED GROUP WORK, AND IS CONCERNED WITH
PROMOTING BOTH SOCIAL AND ACADEMIC OUTCOMES.IT
HELP STUDENTS LEARN NEW SOCIAL SKILLS AND HOW TO
WORK TOGETHER IN ORDER TO ACHIEVE ACADEMIC GOALS.
4. CHARACTERISTICS OF CO-OPERATIVE LEARNING
STUDENTS WORK TOGETHER COMMON
ACADEMICTASKS.
STUDENTS WORK TOGETHER IN GROUPS OF TWO
TO FIVE MEMBERS.
STUDENTS USE COOPERATIVE, PRO-SOCIAL
BEHAVIOUR TO ACCOMPLISH THEIR TASKS.
STUDENTS ARE POSITIVELY INTERDEPENDENT.
STUDENTS ARE INDIVIDUALLY RSPONSIBLE FOR
THEIR WORK.
OBJECTIVES
TO PROVIDEOPPORTUNITIESFOR SECOND CLASS
LEARNING.
TO DEVELOP COMMUNICATION COMPETENCE.
TO FACILITATE ACTIVE INTERACTION AMONG
LEARNERS.
TO DEVELOP CRITICAL THINKING SKILS.
TO MOTIVATE THE LEARNER.
TO FOSTER CO-OPERATOIONAMONG LEARNERS.
TO CREATE A STRESS-FREE COPERATION
ATMOSPHEREIN THE CLASSROOM.
5. IMPORTANCE OF CO-OPERATIVE
LERANING
IT PROMOTES STUDENT LEARNING AAND
ACADEMIC ACHIEVEMENT
IT INCREASES STUDENT RETENTION.
IT ENHANCES STUDENTS SATISFACTION WITH
THEIR LEARNING EXPERIENCE.
IT HELPS STUDENTS DEVELOP SKILLS INORAL
COMMUNICATION.
IT DEVELOPS STUDENTS SOCIAL SKILLS.
IT PROMOTES STUDENTS SELF ESTEEM.
IT MOTIVATES STUDENTS TO LEARN THE
MATERIAL.
IT ENSURE THAT STUDENTS CONTRUCT THEIR
OWN KOWLEDGE.
IT PROVIDES FORMATIVE FEEDBACK.
IT DEVELOPS SOCIAL SKILS.
IT PROMOTES INTERACTIO AMONG MEMBERS OF
DIFFERENT GROUP.
IT DECREASES DEPENDENCE ON TEACHERS.
IT ERADICATES FEELINGS OF ISOLATION AMONG
STUDENTS.
6. STEPS FOR CO-OPERATIVE
LEARNING
1. PLAN
STUDENTS HAVE GOALS AND OBJECTIVES FOR THE
ACADEMIC TASK AT HAND, BUT THERE IS ANOTHER
ELEMENT OF PLANNING THAT NEED TO HAPPENN
WITH CO-OPERATIVE LEARNING.
2. INTRODUCE
CLEARLY COMMUNICATING GOALS AND OBJECTIVES
TO STUDENTS IS VITAL.SO THRE IS A NEED TO
EXPLAIN CRITERIA FOR ACADEMIC TASK, AS WELL
BEHAVIORAL EXPECTATIONS FOR WORKING WITH
PEERS.
3. MONITER
ONCE STUDENTS HAVE BEGUN TO WORK IN THEIR
GROUPS, IT IS A TEACHERS JOB TO MONITER AND
OBSERVE.TEACHER SHOULD ASK QUESTIONS IF
NECESSARY.
7. 4. ASSESS
WITH CO-OPERATIVE LEARNING, ASSESSMENT
CAN BE TRICKY AT TIMES.TEACHER HOLD BOTH
INDIVIDUAL AND THE GROUP ACCOUNTABLE FOR
THE ACADEMIC WORK AND POSSIBLE EVEN THE
SOCIAL OBJECTIVES.
5. PROCESS
ALLOW TIME TO STUDENTS TO REFLECT UPON
THEIR CO-PERATVE LEARNING EXPERIENCE AND
GIVE FEEDBACK O THE ACADEMIC ASSIGNMENT
AND THE GROUP STRUCTURE.
8. COMPONENTS OF CO-OPEARTIVE
LEARNING
1. POSITIVE INTERDEPENDENCE
EACH GROUP MEMBER,S EFFORT ARE
REQUIRED FOR GROUP SUCCESS.
EACH GROUP MEMBER HAS A UNIQUE
CONTRIBUTION TO THE JOINT EFFORT.
2. FACE-TO-FACE INTERACTION
ORALLY EXPLAINING HOW TO SOLVE
PROBLEMS.
TEACHING EACH OTHER ONE,S
KNOWLEDGE.
CHECKING OR UNDERSTANDING.
DISCUSSING CONCEPTS BEING LEARNED.
CONNECTING PRESENT WITH PAST
LEARNING.
9. 3. INDIVIDUAL AND GROUP
ACOUNTABILITY
ENSURE THE OPTIMUM SIZE OF THE GOUP.
GIVE AN INDIVIDUAL TEST TO EACH
STUDENT.
ASK STUDENTS AT RANDOM TO PRESENT
HIS GROUP’S WORK TO THE TEACHER OR
TO THE ENTIRE CLASS.
OBSERVE EACH GROUP AND RECORD THE
FREEQUENCY WITH WHICH EACH MEMBER
CONTRIBUTE TO THE GROUP’S WORK.
4. INTERPERSONAL AND SMALL-GROUP
SKILLS
SOCIALSKILLS, LEADERSHIP, DECISION-
MAKING, TRUSTBUILDING,
COMMUNICATION SKLLS MUST BE TAUGHT.
10. 5. GROUP PROCESSING
GROUP MEMBERS DISCUSS HOW WELL
THEY ARE ARCHIEVING THEIR GOALS.
DECIEDE THE BEHAVIOUR TO BE
CONTINUED OR CHANGE.
DESCRIBE WHWT MEMBER ACTION ARE
HELPFUL AND NOT HELPFUL.
LIMITATIONS
PREPARATION OF SITABLE LEARNING MATERIAL
IS DIFFICULT
SOME STUDENTS MAY WASTE TIME DISCUSSING
IRRELEVANT MATTERS.
SOME MEMBERS DOMINATE AND OTHERS ARE
IGNORED.
LOE ACHIEVEMENT MAY BE ASHAMED OF
LOWERING THE GROUP SCORE
IT IGNORES THE STUDENTS NEED TO LEARN
COMPETATIVE SKILLS.
11. CONCLUSION
IN CO-OPERATIVE LEARNING TEACHER IS THE
CENTRE OF AUTHORITY IN THE CLASS.A TEACHERS
ROLE IS ACTIVE FORMAL AND SPECIFIC.
STUDENTS SUBMIT WORK AT THE END OF THE
CLASS FOR EVALUATION.IT STRRESSES MASTERY
OF KNOWLEDGE DEVELOPMENT OF
COGNITIVE,PERSONAL AND SOCIAL GOALS.THE
GOAL OF CO-OPERATIVE LEARNING IS TO
DEVELOP THE LEANER’S ABILITY TO INTERACT
WITHY ONES ANOTHER INTELLIGENTLY.
REFERENCE
EFFECTIVE TEACHING OF ENGLISH-K.
JAMALUDHEEN
https://en.wikipedia.org
www.co-operation/home/introduction-
tocooperative learning.
