This document discusses cooperative learning, including its theoretical perspectives, key elements, characteristics, classroom activities, differences from traditional groups, advantages and disadvantages, and guidelines. Cooperative learning involves organizing classrooms into small teams where students work together. Key elements include positive interdependence, face-to-face interaction, individual accountability, and interpersonal skills. Common classroom activities are Jigsaw, Think-Pair-Share, and Three Step Interview. Cooperative learning promotes greater student learning and development of social skills compared to traditional groups where students work independently. However, challenges include resistance from students and lack of systematic implementation.
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts.
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Cooperative learning
1.
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:
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.
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.
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
16.
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