This material is very important, because is a propouse by Dr. Spencer Kagan, in which one treat about how important is work with the student in group, but in this group, je put more enphasis in all memeber have to work for to get the same goal in his group.

1. Cooperative Learning
Advantages, Benefits, Critical Elements
Georgetown University Center for Language
Education and Development

2. Rationale
• Students moving into English medium classrooms
for the first time can become alienated from one
another and/or from the content material.
Georgetown University Center for Language
Education and Development

3. • Students and teachers need strategies for using
language development as a positive force for
developing their own content mastery and
communication skills, as well as supporting the
growth of others.
• Cooperative learning methods provide teachers
with effective ways to develop content and
language simultaneously.
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Education and Development

4. • Cooperative learning is a powerful
educational approach for helping all students
attain content standards and develop the
interpersonal skills needed for succeeding in
a multicultural world.
Georgetown University Center for Language
Education and Development

5. Key Elements of Successful
Cooperative Learning
• Cooperative learning takes many forms and
definitions, but most cooperative approaches
involve small, heterogeneous teams, usually of
four or five members, working together towards
a group task.
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Education and Development

6. Teambuilding
• For cooperative groups to be effective, members
should engage in teambuilding activities and other
tasks that deal explicitly with the development of social
skills needed for effective teamwork.
• Members should also engage in group processing
activities in which they discuss the interpersonal skills
that influence their effectiveness in working together.
Georgetown University Center for Language
Education and Development

7. Building cooperative groups
• Students do not know instinctively how to interact effectively with others.
Social skills, like other skills, should be taught and reinforced.
• Teambuilding activities will help students get to know and trust one another.
• Other important social skills include accepting and supporting one another
and resolving conflicts constructively.
• Teachers need to model positive interpersonal skills, have students practice
the skills, and encourage the students to process how effectively they are
performing the skills.
• Focusing on social skill development will increase student achievement and
enhance the students' employability, interpersonal relationships, and general
psychological health (Johnson and Johnson, 1990).
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Education and Development

8. Four Basic Principles - PIES
#1 Positive interdependence
• Positive interdependence is
critical to the success of the
cooperative group, because the
dynamic of interconnectedness
helps students learn to give and
take--to realize that in the group,
as well as in much of life, each of
us can do something, but none of
us can do everything.
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Education and Development

9. # 2 Individual Accountability
• Each member is individually accountable for part
of an outcome that cannot be completed unless the
members work together.
• This can be achieved through use of structures for
achievement (minitopics, numbered expert roles),
participation (summary, reflection), or listening
(sharing ideas), and most important, a structure that
allows for individual evaluations.
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Education and Development

10. #3 Equal Participation
• This can be accomplished by allocating
turns or timed contributions, or division
of labor.
• Simple group work without structure
usually results in unequal participation.
• Role assignments can be differentiated
based on learner level
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Education and Development

11. # 4 Simultaneous Interaction
• Instead of one comment in 50 minute lesson, each
student interacts with group members
continuously.
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Education and Development

12. Structures
• Cooperation for team score and reward for a team
product with a division of labor among teammates.
• Cooperation among teams to class score for class
product to which each team makes unique
contribution.
• Competition among teams for identical team products.
Georgetown University Center for Language
Education and Development

13. Benefits of Teamwork for English
Language Learners
• When students work in cooperative teams in which "all
work for one" and "one works for all," team members
receive the emotional and academic support that helps
them persevere against the many obstacles they face in
school.
• As cooperative norms are established, students are
positively linked to others in the class who will help
them and depend on them for completing shared tasks.
Georgetown University Center for Language
Education and Development

14. Language Benefits
• Cooperative learning creates natural, interactive
contexts in which students have authentic reasons
for listening to one another, asking questions,
clarifying issues, and re-stating points of view.
• Cooperative groups increase opportunities for
students to produce and comprehend language and
to obtain modeling and feedback from their peers.
Georgetown University Center for Language
Education and Development

15. Academic Benefits
• Interactive experiences are particularly valuable for
CLIL students who face simultaneously the challenges
of language acquisition, academic learning, and social
adaptation.
• Interactive tasks naturally stimulate and develop the
students' cognitive, linguistic, and social abilities.
• Much of the value of cooperative learning lies in the way
that teamwork encourages students to engage in such
high-level thinking skills as analyzing, explaining,
synthesizing, and elaborating.
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Education and Development

16. • By stimulating language input and
output, cooperative strategies
provide English learners with natural
settings in which they can derive and
express meaning from academic
content (McGroarty, 1993, and
Swain, 1985).
Georgetown University Center for Language
Education and Development

17. Additional Resources
• Beyond Language: Social and Cultural Factors in Schooling Language Minority Students,
Los Angeles, Calif.: Evaluation, Dissemination and Assistance Center, 1986. An analysis of the role
of social and cultural factors in influencing students' educational experiences. In addition to Spencer
Kagan, who wrote the the chapter on cooperative learning, authors include Carlos Cortes, John
Ogbu, Shirley Brice Heath, Mary McGroarty, Stanley Sue, and others. For ordering information, call
(323) 343-4870. Center for Research on the Education of Students Placed at Risk. Research
on cooperative learning contained in reports published by this center, a collaborative effort of Johns
Hopkins University and Howard University.
• Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey, St. Paul, Minn.:
Amherst H. Wilder Foundation, 1994, by Michael Winer and Karen Ray. An in-depth analysis of
the process of interagency collaboration and the strategies needed for overcoming the challenges
faced by people in joint efforts. According to the authors, collaboration is defined as a "mutually
beneficial and well-defined relationship entered into by two or more organizations to achieve results
they are more likely to achieve together than alone."
• Cooperative Learning: A Response to Linguistic and Cultural Diversity. Published by the
Center for Applied Linguistics and Delta Systems. This volume provides teachers and staff
developers with the theoretical rationale and practical strategies for creating successful cooperative
learning for students from diverse linguistic and cultural backgrounds.
• Cooperative Learning in the Secondary School. Daniel Holt, Barbara Chips, and Diane Wallace
describe and illustrate the successful use of cooperative learning methods at the secondary level.
Georgetown University Center for Language
Education and Development

18. Additional Resources
• Diversity. Information and resources from the California Department of Education about the
nature of diversity and ways to respond to it positively.
• English Learners. Resources from the California Department of Education about the education
of English learners and other linguistically and culturally diverse students.
• International Association for the Study of Cooperation in Education. An international non-
profit educational association for the study and practice of cooperative learning, methods by
which students work together in learning teams to master academic content and collaborative
skills.
• Jigsaw Classroom. A cooperative learning technique that reduces racial conflict among school
children, promotes better learning, improves student motivation, and increases enjoyment of the
learning experience. Jigsaw was first developed in the early 1970s by Elliot Aronson.
• Kagan Cooperative Learning. Resources available from Spencer Kagan for implementing
cooperative learning.
• Profiles in Two-Way Immersion Education. Published by the Center for Applied Linguistics
and Delta Systems. Two-way immersion programs effectively create positive interdependence
between language-minority and language-majority students by creating the common goal of
academic excellence and bilingual proficiency for both groups.
• Teacher Training Through Video: Cooperative Learning ESL Techniques. Reading, Mass.:
Addison-Wesley, 1993, by Mary McMullin (ISBN 0801310059). Four videos and users' guide
developed especially for teachers of adult ESL, but also appropriate for any teacher interested in
cooperative learning methods.
Georgetown University Center for Language
Education and Development

19. References
Cohen, Elizabeth G. Designing Groupwork: Strategies for the Heterogeneous Classroom. New York: Teachers
College Press, 1994. Holt,
Daniel D. "Cooperative Learning for Students from Diverse Language Backgrounds: An
Introduction," in Cooperative Learning: A Response to Linguistic and Cultural Diversity. Edited by Daniel
D. Holt. McHenry, Ill. and Washington, D.C.: Delta Systems and Center for Applied Linguistics,
1993, pp. 1-8. (Note: As this publication was developed with public funds, authors receive no
compensation from sales.)
Johnson, David W. and Roger T. Johnson. "Social Skills for Successful Group Work," Educational
Leadership, Vol. 47, No. 4, December, 1989/January, 1990, pp. 29-33. (Publication of the
Association of Supervision and Curriculum Development.)
Johnson, David W. and Roger T. Johnson. Learning Together and Alone. Cooperative, Competitive, and
Individualistic Learning, Fourth Edition. Edina, Minn.: Interaction Book Company, 1994.
Kagan, Spencer. "The Structural Approach to Cooperative Learning," in Cooperative Learning: A
Response to Linguistic and Cultural Diversity. Edited by Daniel D. Holt. McHenry, Ill. and
Washington, D.C.: Delta Systems and Center for Applied Linguistics, 1993, pp. 9-19.
McGroarty, Mary. "Cooperative Learning and Second Language Acquisition," in Cooperative Learning: A
Response to Linguistic and Cultural Diversity. Edited by Daniel D. Holt. McHenry, Ill. and
Washington, D.C.: Delta Systems and Center for Applied Linguistics, 1993, pp. 19-46.
Georgetown University Center for Language
Education and Development

20. References
Senge, Peter M. The Fifth Discipline: The Art and Practice of the Learning Organization.
New York: Doubleday, 1994.
Slavin, Robert E. "Research on Cooperative Learning: Consensus and
Controversy," Educational Leadership, Vol. 47, No. 4, December, 1989/January,
1990, pp. 52-54. (Publication of the Association of Supervision and
Curriculum Development.)
Swain, Merrill. "Communicative Competence: Some Roles of Comprehensible
Output in Its Development," in Input in Second language Acquisition. Edited by
Susan M. Gass and Carolyn G. Madden. Boston, Mass.: Heinle and Heinle,
1985, pp. 235-253.
http://www.cde.ca.gov/iasa/cooplrng2.html
Georgetown University Center for Language
Education and Development