IM- reporT

7/29/2019 IM- reporT

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What is CLL?


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An approach designed tofoster cooperation ratherthan competition, to developcritical thinking skills, and todevelop communicativecompetence through socially

structured interactionactivities.


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What are the types of learningand teaching activities forCLL?

Formal cooperative learning groupsthese last from one class period toseveral weeks.


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Cooperative base groups- theseare long term, lasting for at leasta year and consist ofheterogeneous learning groups

with stable membership.

Informal cooperative learning groups-these are ad-hoc groups that last from afew minutes to a class period .


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What are the key elementsof successful group-basedlearning in CL according toOlsen and Kagan (1992)?


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Positive interdependence- occurswhen group members feel thatwhat helps one member helps alland what hurts one hurts all.

Group formation- is an importantfactor in creating positive

interdependence.


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Individual accountability- involvesboth group and individualperformance.

-deciding on the size of the groups-assigning students to group

Factors involved in setting up groups


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Social skills- determine the waystudents interact with each other asteammates.

Structuring and Structures- refer to waysof organizing student interaction anddifferent ways students are to interact.


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What are the Three (3)major kinds ofcooperative learning tasksaccording to Coelho(1992b: 132)?


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All students work on the same material.

Practice could follow a traditional teacher-directed presentation of new material and forthat reason is a good starting point for

teachers and/or students new to group work.

Team practice from common input skillsdevelopment and mastery of facts


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The task is to make sure that everyone

in the group knows the answer to thequestion and can explain how theanswer was obtained or understandsthe material.

When the teacher takes up thequestion or assignment, anyone in a

group may be called on to answer for

the team.


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This technique is good for review and forpractice tests; the group takes the practicetest together, but each student willeventually do an assignment or take a test

individually.

This technique is effective in situationswhere the composition of the groups is

unstable (in adult programs, for example).


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Jigsaw: differentiated but predetermined input evaluation and synthesis of facts and opinions Each group member receives a different

piece of the information.

Students regroup in topic groups (expertgroups) composed of people with the samepiece to master the material and prepare toteach it.

Students return to home groups (jigsawgroups) to share their information with eachother.


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Students synthesize the information through

discussion.

Each student produces an assignment of partof a group project, or takes a test, todemonstrate synthesis of all the information

presented by all group members.

This method of organization may requireteam- building activities for both home

groups and topic groups, long-term groupinvolvement, and rehearsal of presentationmethods.


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This method is very useful in the

multilevel class, allowing for bothhomogeneous and heterogeneousgrouping in terms of Englishproficiency.

Information-gap activities inlanguage teaching are jigsawactivities in the form of pair work.


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Cooperative projects: topics/ resources selectedby students discovery learning Topics may be different for each group.

Students identify subtopics for each group

member.

Steering committee may coordinate thework of the class as a whole.

Students research the information usingresources such as library reference,interview, visual media.


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Students synthesize their information for agroup presentation: oral and/ or written.

Each group member plays a part in thepresentation.

Each group presents to the whole class.

This method places greater emphasis onindividualization and students interests.

Students need plenty of previous experiencewith more structures group work for this tobe effective.


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