Hanoi University of Languages and International StudiesVietnam National University

Tutorial Seminar- ELT1

Cooperative Learning

Presenters: Vu Truong An Trinh Van Ha

Outline I. Definition

IV. Exercises

II. Main features

III. Discussion

V. References

I. Definition Cooperative learning is the instructional use of

small groups so that students work together to

maximize their own and each other's learning (Johnson, David W., and Roger T. Johnson. 1989. Cooperation and Competition: Theory and Research. Edina, Minn.: Interaction Book Co.)

I. Definition Cooperative Learning stresses “team work” as the

nature of the classroom and emphasizes cooperation

as opposed to competition

Within cooperative learning, students benefits from

sharing ideas rather than working alone and they help

one another to achieve the learning goals as a group

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II. Main features

II.1. Five elements of Cooperative Learning

Positive interdependence Individual and group accountability Interpersonal and small group skills Face-to-face interaction Group processing

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II.1. Five elements of Cooperative Learning Positive interdependence (sink or swim together) one cannot succeed unless everyone succeeds each group member has a unique contribution to

make to the joint effort

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II.1. Five elements of Cooperative LearningIndividual and group accountability ( no hitchhiking! no social loafing) each one has to contribute and learn, and the group

must be accountable for achieving its goals

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II.1. Five elements of Cooperative LearningInterpersonal and small group skills

Social skills must be taught: o LeadershipoDecision-makingoTrust-buildingoCommunicationoConflict-management skills

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II.1. Five elements of Cooperative LearningFace-to-face interaction (promote each other's

success) Learners work together to promote each other's

success by sharing resources and helping, supporting, and applauding each other's efforts to achieve

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II.1. Five elements of Cooperative LearningGroup processing group members discuss how well they are achieving

their goals and maintaining effective working relationships

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II.2. Teacher and learner rolesTeacher roles

A meaningful task designer

A task setter

A facilitator/ a coach

A commentator/ an assessor

Learner roles

o An active participant

o A negotiators

o An interactor

Traditional methods Working individually or

competitively Being concerned with

improving their own goals Not paying attention to

group functioning

Cooperative learningo Sharing ideas, working in

groupso Helping others achieve the

learning goals as a groupo Being carefully prepared,

planned and monitored

II.3. Comparison with traditional methods

II.4. Benefits of Collaborative LearningIncreased learner talkMore varied talkMore relaxed atmosphereGreater motivationMore negotiation of meaningIncreased amount of comprehensible input (Kagan, 1992)

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II.5. Strengths of Collaborative LearningThe better quality of work (because of cross-

checking)Quicker completion of the taskStudy skills developmentSocial skills developmentSelf-esteem development

II.6. Weaknesses of Collaborative Learning

A concept may not be understood as well if a

person doesn't have to figure it out

Loss of control

Dependency on other members (shy, inactive

members depend on dominated ones)

II.7. Implementing cooperative learningThe group members depend on each activity.

Group of 2 or 3 may be bestThe teacher can select groups or students can

group themselvesSome signals to get the attention of the class are

ringing a bell, clapping hands, knocking on the board

Students can sit closer to reduce the noise level

II.7. Implementing cooperative learningIf students do not want to work in a group, they

can start with pair work or make some group games to encourage them

If some groups finish earlier than others, teachers can develop a small activities related to the main task

Time for cooperative learning depends on teacher’s philosophy of education, students’ preferences

II.8. Class Activities using Cooperative LearningNUMBERED HEADS TOGETHERNUMBERED HEADS TOGETHER

II.8. Class Activities using Cooperative LearningCROSS- GROUPING (JIGSAW)CROSS- GROUPING (JIGSAW)

II.8. Class Activities using Cooperative Learning

II.8. Class Activities using Cooperative LearningGROUP WORKGROUP WORK

II.8. Class Activities using Cooperative LearningMINGLING ACTIVITIES (COCKTAIL) MINGLING ACTIVITIES (COCKTAIL)

III. Discussion

What are the similarities and differences of interactive learning and cooperative learning?

Interactive

learning

Cooperative learning Interactive

learning

Similarities - Working in group

- Teacher roles: designers, organizers,

facilitators, assessors.

- Learner roles: active participants, negotiators,

interactors

Differences Focusing on the

interaction &

communication

Focusing on the cooperation

Can contain interactive

activities

IV. Exercises

Cooperative learning – T or F Competitiveness is as significant as “team work”

Student can also works for his/her individual goal

There is no individual responsibility to ensure

that students have no pressure when participating

All group members are accountable for each

individual’s work.

Students are not required to make contributions

to their group

Competition is an irrelevant element All the students work together to complete a

common task Each group member has her/his own task

therefore must believe that they are responsible for their learning and that of their group

Each student is accountable for their learning and work

Students must fully participate and put forth

effort within their group

MatchingPositive

interdependence Individual and

group accountability

Group processing

Face-to-face interaction

Interpersonal and small group skills

Students explain to one another what they have or are learning and assist one another with understanding and completion of assignments

Individuals perceive that they can attain their goals if and only if the other individuals with whom they are cooperatively linked attain their goals

Students learn how to conflicts when they arise

Groups must often assess their efficiency and decide how it can be improved

Each student is responsible for a specific portion of a task; each must be able to summarize another's ideas; any student may be called on at random to answer for the team.

Groups must often assess their efficiency and decide how it can be improved

Individuals perceive that they can attain their goals if and only if the other individuals with whom they are cooperatively linked attain their goals

Students learn how to conflicts when they arise

Each student must demonstrate master of the content being studied

Students explain to one another what they have or are learning and assist one another with understanding and completion of assignments

Each student is responsible for a specific portion of a task; each must be able to summarize another's ideas; any student may be called on at random to answer for the team.

Competitiveness is as significant as “team work”

Student can also works for his/her individual goal

There is no individual responsibility to ensure that

students have no pressure when participating

All group members are accountable for each

individual’s work.

Students are not required to make contributions to

their group

Competition is an irrelevant element All the students work together to complete a

common task Each group member has her/his own task therefore

must believe that they are responsible for their learning and that of their group

Each student is accountable for their learning and work

Students must fully participate and put forth effort within their group

V. References Hoa, N.T.M., Minh, N.T.T. (2012). An Introduction to

Language Teaching Methods. Huong, T.T.(Eds.). Hanoi: ULIS-VNU

http://www.wcer.wisc.edu/archive/cl1/cl/story/middlecc/TSCMC.htm

http://cooperativelearning.nuvvo.com/lesson/216-5-basic-elements-of-cooperative-learning

http://www.ntlf.com/html/lib/bib/92-2dig.htm http://cooperativelearning.nuvvo.com/lesson/216-5-basic-

elements-of-cooperative-learning Johnson, David W., and Roger T. Johnson. 1989. Cooperation

and Competition: Theory and Research. Edina, Minn.: Interaction Book Co