COOPERATIVE LEARNING

Two are better than one

For if they fall, one will lift up his fellow….and though a lion might prevail against one who is alone

LEARNING PROCESS CONTINUUM

Management of Experiences Expanded Experiences

Students Experiences Teacher/Others Experiences Experiential Didactics

Internal Group Develop ment

Structured Learning

Role playing

Case Study

Participa Tive Training

Discuss ion

Lectu rette

Reading

EDUCATION PARADIGM

TEACHING PROCESSTEACHING PROCESS LEARNING PROCESSLEARNING PROCESS

• Pedagogy

• Based on teacher regulation

• Teacher are the only source of knowledge

• Can not be applied immediately

• Faculty member is responsible for student learning

• Based on students experiences

• All students are the sources of knowledge

• Can be applied immediately

• Student’s ability and motivation affects time in a team learning

3 Types of Learning

Competitive Individualistic Cooperative

Negative goal interdependence

No interdependence

Positive goal interdependence

Compete against each other

Compete against criteria

Group sinks or swims

Spelling Bee Mastery of certain # of words

Help each other master words

Cooperative Learning Conditions

1. Positive interdependence2. Considerate interaction3. Individual accountability and

personal responsibility to achieve group goal.

4. Interpersonal and small-group skills.

5. Group processing to improve future effectiveness.

Essential Components

“None of us...are as smart as all of us”

How do you promote interaction?

1. If you have created positive interdependence, you will automatically promote interaction.

2. Eye to eye, knee to knee

Positive Interdependence

Interdependence occurs when participants cannot succeed unless their group members also succeed.

Each participant should see his or her work as essential.

Each participant must make unique contributions.

Structuring interdependence: common goal, joint rewards, divided resources, complimentary roles

Positive Interdependence

1. Learn the assigned material

2. Ensure that all members of group learn the assigned material

How do you structure learning for positive interdependence?

1. Positive Goal Interdependence

All have same goal2. Positive Reward

Reward group achievement3. Positive Resource Interdependence

Share resources, info, materials4. Positive Role Interdependence

Assign roles5. Group identity

Individual Accountability

Facilitator must assess effort contributed by each member to the group’s work.

Facilitator must provide feedback to group and individual participants.

Facilitator must help group avoid redundant efforts by members.

Facilitator must ensure that every member is responsible for the final outcome.

How do you assure individual accountability and personal responsibility?

1. Assess each member’s effort in contributing to the group’s work

2. Provide feedback to groups and individuals

3. Help groups avoid redundancy

4. Ensure all are responsible for final outcome

Ways to structure individual accountability

√ Keep group size small.√ Give an individual test to each student.√ Randomly call on students orally by

calling on one to present group’s work.√ Observe each group and record

frequency of each member’s contribution.

√ Assign each person a role, especially a checker.

Group Processing At end of a process, participants reflect to

determine what member actions were helpful and which were unhelpful or harmful.

Participants then make decisions about which actions to continue, change, or delete.

Such processing allows groups to: focus on maintaining good working relationships. learn cooperative skills. think at a metacognitive level as well as cognitive

level.

How do you structure group processing?

Describe what member actions were helpful and unhelpful

Make decisions about what actions to continue and change

Celebrate success

Social Skills Participants must get to know and trust

one another. Participants must communicate accurately

and unambiguously. Participants must accept and support each

other. Participants must resolve conflicts

constructively.

How do you promote social and small-group skills?

Know & trust each other

Communicate accurately and uninhibited

Accept and support each other

Resolve conflict constructively

Face-to-Face Interaction

Interaction occurs as a result of the positive interdependence.

To maximize opportunity for success: Consider jigsaw approach. Assist participants with guidelines for success. Encourage acceptance, support, trust, respect.

• Team Building

• Class Building

• Mastery

• Thinking Skills

• Information Sharing

• Communication Skills

Types of Group Processing Small Group

Focus on maintaining good working relationships

Facilitates the learning of cooperative skills

Ensures members receive feedback on their participation

Entire Class Teacher observes

all groups and makes observations about how they are functioning

Cooperative Learning Techniques

Dealing with Different Types of Students

The Dominant Student Assign the

dominant student a role that is less obtrusive

Rotate the position of leader

Have each student present material to group before others may comment

The Slow Student Use jigsaw

configuration Monitor expert

groups carefully so that correct information is being supplied

The Bright, Bored Student Use differentiated

instruction All learn same basic

material Groups are then

formed to complete another project

Let sharp kids soar Let slower

students continue to learn basic information

Tips for Group Making

Balance the Character of Each Group

Each team should be composed of students whose performance levels range from low to high.

The average performance level of all the teams in the class should be about equal.

Ethnicity, race, and gender should be evenly distributed among the teams.

The ideal size of a cooperative group is 4 students.

Try This Group-Making Technique

Write each students’ name in one of four columns depending on his/her academic ability.

Then attempt to make each column the same length by moving students according to their social maturity.

A team of 4 students can then be built by choosing one name from each column.

Strong Above Average Average Weak

Group-Making Technique Review the teams and make sure they

are balanced by ethnicity, race, and gender.

Look for irreconcilable trouble spots, where two students can’t be sitting next to one another. Don’t move the students to another group! Good cooperative experiences provide excellent mechanisms to get formerly combative students working together. Be prepared to provide extra support.

Arrange Your Classroom Group members should usually sit in a

circle. Consider:

Students’ ability to communicate without disrupting other groups

Ease of eye contact Adequate working space Ability to access other resources

(computer, VCR, etc.)

Go Over Ground Rules Don’t speak while others are

speaking. Listen to what others have to say. Give everyone a chance.

Sometimes the strangest idea may turn out to be the best.

Never take someone else’s materials.

Don’t be afraid to ask for help.

Students Learn Best When They Explain

The primary goal of cooperative learning in schools is to get students to explain relevant content and concepts to each other

Improve students communication skills

Teamwork is a New and Essential Basic Skill

The Teacher is Important The teacher shoulders the

responsibility for motivating and guiding student learning.

The teacher is the one who will be held accountable for student performance.

Software that facilitates cooperative learning is designed to assist you in that heroic effort.

JIGSAW PROCEDURES

Salah satu prosedur berdasar COOPERATIVE LEARNING

DASAR PIKIRAN Jika kita membaca maka kita belajar

25% Jika kita membaca, dan mendengar

maka kita belajar 50% Jika kita membaca, mendengar dan

melakukan maka kita belajar 75% Jika kita membaca, mendengar,

melakukan dan mengajar maka kita belajar 100%

By Said Irandoust

JIGSAW PROCEDURES COOPERATIVE GROUPS: Bagilah kelas ke dalam

kelompok sebesar 4 – 6 orang. Kemudian bagilah satu set instruksi dan materi pada setiap kelompok. Setiap se materi harus tidak boleh saling dilihat antar satu kelompok dengan kelompok yang lain

PREPARATION PAIRS: mintalah siswa untuk melakukan tugas kooperatif dengan cara menemui anggota kelompok lain yang mempunyai tugas/materi sama, hingga tugas dapat terselesaikan, kemudian: Mintalah siswa untuk menjadi ahli di dalam materi

yang diterimanya Menjelaskan pada anggota lain yang memiliki materi

berbeda

JIGSAW PROCEDURES PRACTICE PAIRS: mintalah siswa untuk

bertemu dengan siswa dari kelompok lain yang memiliki materi sama untuk berlatih cara mengajarkan materi dengan jalan yang terbaik

COOPERATIVE GROUP: mintalah siswa untuk melaksanakan tugas cooperatifnya, yaitu: Mengajar teman satu kelompok yang memiliki

materi berbeda Mempelajari materi yang diperoleh dari teman

lain dalam satu kelompok

Preparation Pairs

TASKS:a. Menguasai materi yang ditugaskanb. Merencanakan bagaimana mengajarkannya pada orang lain

PREPARE TO TEACH:a. Daftar topik utama dari materi yang diajarkanb. Daftar beberapa bahan bacaan mengenai materi yang diajarkanc. Mempersiapkan berbagai macam visual aidsd. Mempersiapkan berbagai strategi agar pembelajar dapa bejar

COOPERATIVE: Saling Belajar dan mengajarkan

PAIR-READ PROCEDURE: (a) Jointly Read All Section Heads for Overview, (b) Silently Read First Paragraph, (c) Explainer: Summarizes in Own Words, (d) Accuracy Checker: Correct, Add, Relate, (e) Reverse Roles and Repeat.

Some Final Pointers

√ Identify clear questions at onset√ Resolve small-group conflicts as

soon as they arise√ Create rubrics to be used for

guiding the learning process and for assessing final work

√ Provide ongoing help for students to reflect on their progress