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collaborative-lang.-learning.pptx

The document discusses cooperative and collaborative language learning, describing it as group learning where students are responsible for their own learning as well as helping others learn. It contrasts traditional teacher-centered language instruction with cooperative approaches that emphasize student interaction and communication. Key elements of cooperative learning identified include positive interdependence, individual accountability, and the teacher taking the role of facilitator rather than primary instructor.

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COOPERATIVE AND COLLABORATIVE LANGUAGE LEARNING
COOPERATIVE LANGUAGE LEARNING 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)
COLLABORATIVE LANGUAGE LEARNING
Collaborative vs. Cooperative Learning Collaborative Learning Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach,1994). It is through the talk that learning occurs. Cooperative Learning Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. (U.S. Dept. of Ed. Office of Research, 1992)
None or negative Be a winner or loser. Judge of students’ right or wrong Passive receiver and performer Mainly teacher- student interaction Separate desks Positive All members contribute to the group Facilitator of the communication tasks Active participant Intense interaction among students Collaborative small groups Traditional Language Learning Cooperative and Collaborative Learning Independence Room arrangement Student expectations Teacher’s roles Learner roles Interaction
Traditional Language Teaching It is a teacher-centered method in which many ingredients of Grammar-translation Method and Audio-Lingual Method are used in the language teaching and learning. Language learning is viewed as memorizing rules and facts in order to understand and manipulate the morphology and syntax of the foreign language. Student-student interaction is minimal. Students are seen as acquiring knowledge of language rather than communicative ability directly and they simply passively acquire the new knowledge.
Dealing with Communicative Language Cooperative language learning shares some characteristics with communicative language teaching. They both give high light to the interaction and communication between students and students and teachers, take teachers’ role as facilitator and stress the autonomy and centricity of the students in classroom. They both consider healthy relationships with other classmates are more conductive to learning, and respect the integrity of learners, allowing for personal growth and responsibility, etc.
GENERAL CHARACTERISTICS Development of learning and communication strategies Replace teacher-fronted lessons for student-centered Replace competition cooperation with in interactive pair and group activities
Raise of achievements of all students Experience on healthy social, psychological, and cognitive development Reduce learner stress and create a positive affective classroom climate GENERAL CHARACTERISTICS
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 agreed-upon set of cooperative rules We learn these social rules in conversational interaction
APPROACH THEORY OF LEARNING Role of social interaction in learning (Piaget and Vygotsky) Development of critical thinking skills Learning must emphasize on cooperation and collaboration, not on competition Cognitive development and increased language skills Greater variety of materials to stimulate language and concept learning Students act as resources of each other – a more active role
OBJECTIVES To give opportunities for students to develop critical thinking skills in a shared, non-competitive environment Teachers must pay attention to the development of systematic group-based procedures
Cooperative and Collaborative in Classroom Setting If the language class is meant to be a place where individuals can practice in communication in the foreign language, it is vital to establish a social and affective climate in which students are not restricted, aggressive, or feared (Stern, 1992). Cooperative learning, like other group work, offers a relaxed climate in the classroom, while it also increase student motivation (Brown, 1994; Crandall, 1999). Creating Effective Climate for Learning
Individuals have the opportunity to rehearse their answers before being asked to offer them in front of the whole class so their anxiety and fear of failure may reduce. Time to think and receive feedback form group members, and the greater likelihood of success reduce anxiety and can result in increased participation in learning language (Crandall, 1999). Cooperative and Collaborative in Classroom Setting Creating Effective Climate for Learning
The final aim of cooperative learning is to make each student a stronger individual through doing work cooperatively. Cooperative learning, therefore, emphasizes individual accountability. It places responsibility for action and progress on each of the members of the group somewhat equally. Positive role and goal interdependence help students become more autonomous and self- controlled and less dependent upon outside authority, and over time, they will gradually move from interdependence to independence (Johnson & Johnson, 1991). Cooperative and Collaborative in Classroom Setting Fostering Learner Responsibility and Independence
Cooperative Collaborative Learning Examples Cooperative collaborative learning should always be: engaging exploratory transforming presentable reflective.
TYPES OF LEARNING AND TEACHING ACTIVITIES Johnson Olsen & Kagan 1992 Coelho 1992 Cooperative Learning Groups Key Elements Cooperative/ Collaborative Learning Tasks  Olsen & Kagan: Three-step interview, Round table, Think-pair- share, Solve-pair- share, Numbered heads.  Formal Informal Cooperative Base Groups  Positive Interdependence  Group Formation Individual Accountability Social Skills Structuring and structures  Team practice from common input Jig saw Cooperative projects
Johnson's Cooperative Learning Groups Formal = Tasks in which students work together Informal = Ad-hoc groups used to facilitate learning related to direct teaching Cooperative = Long term, heterogeneous learning groups allowing students to support , help and assist each other ( combination of the two)
Key Elements (Olsen & Kagan, 1992) Positive Interdependence (mutual support within the group) Group Formation (size 2-4 people, age, time limits, groupings, roles) Individual Accountability (group or individually) Social Skills (explicit instruction is necessary for successful interaction) Structure ( the task design, written or oral)
Cooperative Learning Tasks (Coelho, 1992) TEAM PRACTICE FOR COMMON INPUT =Skills development and mastery of facts Student work on some material Practice to follow traditional , teacher–directed teaching Students coaching and helping each other to ensure comprehension Any person in the group can answer a teacher’s question
Cooperative Learning Tasks (Coelho, 1992) JIGSAW Differentiate but predetermined input-evaluation and synthesis of facts and opinions Each group receives different piece of information Students regroup in topic groups to share mastery over subject matter Information is synthesized through discussion Each student is responsible for an assignment or test Team-building activities, rehearsals of presentation Used in multilevel classes Cooperative Learning Tasks (Coelho, 1992)
Cooperative Learning Tasks (Coelho, 1992) COOPERATIVE PROJECTS Topics or resources are selected by students (discovery learning) Topics varied Subtopics were identified for each group member. Each students ‘ assignment is individualized and unique Steering committee coordinate work for the entire class Students research and synthesize materials for group presentation Cooperative Learning Tasks (Coelho, 1992)
THREE-STEP INTERVIEW 1. Students are in pairs (interviewer & interviewee) 2. Roles are reversed 3. Each shares what was learned
ROUNDTABLE-ONE PEN/ONE PAPER 1. One student contributes 2. Paper is passed THINK-PAIR-SHARE 1. Teacher asks questions 2. Student thinks with partner 3. Student discuss with partner 4. Students share partners response with class
SOLVE-PAIR-SHARE 1. Teacher asks question 2. Student solve problem individually 3. Student explains in an interview NUMBERED HEADS 1. Students numbered off in teams 2. Teacher ask question 3. Heads together 4. Teacher calls a number, students respond when appropriate
LEARNER’S 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”
TEACHER ROLES Create a highly structured 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, and selecting materials and time (Johnson et al. 1994) Be a facilitator of learning. TEACHER’S ROLES
Move around the class and helping students and groups as needs arise: During this time the teacher interacts, teaches, refocuses, questions, clarifies, supports, expands, celebrates, and empathizes. And facilitators are giving feedback, redirecting the group with questions, encouraging the group to solve its own problems, extending activity, encouraging thinking, managing conflict, observing students, and supplying resources. (Harel 1992: 169) TEACHER’S ROLES
Teacher speaks less than in teacher fronted class. Provide broad questions to challenge thinking. Prepare students for the task they will carry out. Assist students with the learning tasks. Give few commands, imposing less disciplinary control (Harel 1992) TEACHER’S ROLES
Create opportunities for students to work cooperatively. E.g. If students are working in groups.. 1. Each student might have a set of materials. 2. Groups might have different sets of materials. 3. Or, each member might need a copy of a text. Materials can be specially designed for CLL learning, modified from existing materials, or borrowed from other disciplines. THE ROLE OF INSTRUCTIONAL MATERIALS
CONCLUSIONS Using group discussions motivate students to participate. Maximize student’s interaction Students contribute to each other’s learning Benefits of Cooperative and Collaborative Language Learning
CONCLUSIONS Less emphasis on language structure High- risk of student’s usage of their native language Time consuming Disadvantages of Cooperative and Collaborative Language Learning
CONCLUSIONS In general, the success of the cooperative and collaborative learning is on the hands of the teacher. It is on how the teacher can formulate effective activities that can accommodate the students’ needs.
collaborative-lang.-learning.pptx