cooperative learning and the collaborative process by: angela lo

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Cooperative Learning and the Collaborative Process By: Angela Lo

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Page 1: Cooperative Learning and the Collaborative Process By: Angela Lo

Cooperative Learning and the Collaborative Process

By: Angela Lo

Page 2: Cooperative Learning and the Collaborative Process By: Angela Lo

Collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a structure of interaction designed to facilitate the accomplishment of an end product or goal. Ted Panitz (1996)

Page 3: Cooperative Learning and the Collaborative Process By: Angela Lo

Participation in cooperative learning activities can instill in learners (pp.309-311):

Attitudes and values that guide behavior outside of the classroom.

Acceptable forms of social behavior that may not be modeled at home.

Alternative perspectives and viewpoints with which to think objectively.

An integrated identity that can reduce contradictory thoughts and actions.

An increase in the use of higher thought processes.

Page 4: Cooperative Learning and the Collaborative Process By: Angela Lo

Planning Cooperative Learning Activities

When planning cooperative learning activities, it is important to make decisions regarding (pp. 311-314).

1. The type of interactions that you will have with your students.

2. The type of interactions your students will have with one another.

.3.The task and materials that will be selected. 4. How the role expectations and responsibilities will be

assigned.

Page 5: Cooperative Learning and the Collaborative Process By: Angela Lo

合作學習法

合作學習法則是一種有系統、有結構的教學方法 ;,而進行方式有許多種 ,這互動是老師和學生 ,共同合作互動 ; 以提高個人學習成效 ,並共同達成目標 . 對老師而言 ,可分成教學前的準備 ,教學實施團體歷程教學反省等四部份

Page 6: Cooperative Learning and the Collaborative Process By: Angela Lo

The type of interactions that you will have with your students.

Exchanges between teacher and students are geared towards getting students to think for themselves.

Teacher models, intervenes, and collaborates with students in order to accomplish this objective.

Teacher's goal is to help the group become more self-reflective and aware of their own performance.

Teacher may intervene at critical junctures and retreat to allow the group to grapple with the new perspective or information given.

Therefore, the teacher monitors and collaborates with the group during brief but focused interventions designed to keep the students on course.

Page 7: Cooperative Learning and the Collaborative Process By: Angela Lo

The type of interactions your students will have with one another.

During cooperative learning, the feedback, reinforcement, and support come from student peers in the group, as opposed to coming from the teacher.

Student-to-student interaction comprises the majority of the time and activity during cooperative learning.

An essential ingredient of cooperative learning is each learner's desire to facilitate the task performance of fellow group members.

Page 8: Cooperative Learning and the Collaborative Process By: Angela Lo

Proper assignment of roles is important to the success of cooperative learning activities.

In addition to being assigned specialized tasks in the group, individuals are also sometimes assigned specialized roles to perform within the group.

Roles that can be assigned to facilitate a group's work and to promote communication and sharing among members are:

group leader researcher recorder summarizer

Page 9: Cooperative Learning and the Collaborative Process By: Angela Lo

Success of the cooperative learning

The success of the cooperative learning activity depends on the teacher's communication of role expectations and responsibilities and modelling them when necessary.

Page 10: Cooperative Learning and the Collaborative Process By: Angela Lo

Cooperative or collaborative learning is a team process where members support and rely on each other to achieve an agreed-upon goal.  The classroom is an excellent place to develop team-building skills you will need later in life.

Cooperative/collaborative learning is interactive;as a team member, you:

develop and share a common goal contribute your understanding of the problem:

questions; insights and solutions respond to, and work to understand, others' questions, insights and solutions.

Each member empowers the other to speak and contribute,and to consider their contributions

are accountable to others, and they are accountable to you are dependent on others, and they depend on you

Page 11: Cooperative Learning and the Collaborative Process By: Angela Lo

What makes for a good learning team?

Team activities begin with training in, and understanding group processes.An instructor begins by facilitating discussion and suggesting alternativesbut does not impose solutions on the team, especially those having difficulty working together

Three to five peopleLarger teams have difficulty in keeping everyone involved

Teacher-assigned groupsThey function better than self-assigned groups

Page 12: Cooperative Learning and the Collaborative Process By: Angela Lo

Diverse skill levels, backgrounds, experience Each individual brings strengths to a group Each member of the group is responsible to not only contribute

his/her strengths, but also to help others understand the source of their strengths

Any member who is at a disadvantage or not comfortable with the majority should be encouraged and proactively empowered to contribute

Learning is positively influenced with a diversity of perspective and experienceincreasing options for problem solvingexpanding the range of details to consider

Page 13: Cooperative Learning and the Collaborative Process By: Angela Lo

Commitment of each member to a goal that is defined and understood by the group

Confidential peer ratings are a good way to to assess who is and who is not contributing

Groups have the right to fire a non-cooperative or non-participating member if all remedies have failed. (The person fired then has to find another group to accept him/her)

Individuals can quit if they believe they are doing most of the work with little assistance from the others.  (This person can often easily find another group to welcome his/her contributions)

Page 14: Cooperative Learning and the Collaborative Process By: Angela Lo

Shared operating principles and responsibilities, defined and agreed to by each member.  These include: 

1. Commitment to attend, prepare and be on time for meetings

2. Have discussions and disagreements focus on issues, avoiding personal criticism

3. Take responsibility for a share of the tasks and carry them out on timeYou may need to perform tasks that you have little experience, feel ill-prepared for, or even think others would do better.  Accept the challenge, but be comfortable in stating that you may need help, training, a mentor, or have to resign and take on different task.

Page 15: Cooperative Learning and the Collaborative Process By: Angela Lo

Organizing & Working on,Group Projects

A Paraphrase:  When your group controls the (learning) process, your learning is faster, more relevant, and sustained. Assessment is built into your group's competency and control.Institute for Research on Learning (IRL)http://www.irl.org/projects/projects.html, (September 16, 1998)

Page 16: Cooperative Learning and the Collaborative Process By: Angela Lo

All for one, one for all.

–Alexandre Dumas Dedicated teachers are always looking for better ideas for meeting the many challenges they face in school, especially as diversity increases in the student population. Cooperative learning methods provide teachers with effective ways to respond to diverse students by promoting academic achievement and cross-cultural understanding. (See Diversity for more about the role of culture and language in education.)

Page 17: Cooperative Learning and the Collaborative Process By: Angela Lo

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 in which each member is individually accountable for part of an outcome that cannot be completed unless the members work together; in other words, the group members are positively interdependent. A vivid example of interdependence can be found in the relationship between language-minority and language-majority students in two-way immersion programs. Native and non-native

Page 18: Cooperative Learning and the Collaborative Process By: Angela Lo

English speakers work together to become bilingual. 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. When cooperation is successful, synergy is released, and the whole becomes greater than the sum of its parts.

Page 19: Cooperative Learning and the Collaborative Process By: Angela Lo

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.

Page 20: Cooperative Learning and the Collaborative Process By: Angela Lo

Professional Development

Because groupwork dramatically changes the teacher's role, professional development is vital to the implementation of cooperative learning (Cohen, 1994). To learn and employ cooperative strategies, teachers need access to extensive professional development that includes (1) the theory and philosophy of cooperative learning; (2) demonstrations of cooperative methods; and (3) ongoing coaching and collegial support at the classroom level. Implementing cooperative approaches is greatly enhanced when teachers' have opportunities to work together and learn from one other.

Page 21: Cooperative Learning and the Collaborative Process By: Angela Lo

As teachers observe and coach each other, they provide essential support to ensure that they continue to acquire the methods and develop new strategies tailored to their own situations. To facilitate such a coaching model, the "Coaching Instrument for Cooperative Learning" is available in Holt, 1993, pp. 183-187. One way that teachers can become models of cooperation is to make team learning one of the disciplines they develop in the ongoing reform of their school (Senge, 1990). According to Senge, "team learning is the process of aligning and developing the capacity of a team to create the results its members truly desire." The dynamics of team learning are similar to those of cooperative learning. By working on teams to improve the school, teachers can improve their ability to use cooperative approaches in the classroom and become mentors of cooperation for their students.

Page 22: Cooperative Learning and the Collaborative Process By: Angela Lo

Conclusion

Cooperative learning methods hold great promise for accelerating students' attainment of high academic standards and the development of the knowledge and abilities necessary for thriving in a multicultural world. However, like other innovations, cooperative learning approaches need to be tailored to the cultural and linguistic context in which they are used. Designed and implemented by teachers who are loyal to the key elements of cooperative learning and dedicated to regarding diversity as a resource, cooperative approaches can create supportive environments for that enable students to succeed academically, enhance their employability, and improve their interpersonal relationships.