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Universidad Latina de Costa Rica

Campus San Pedro

Centro Interamericano de Postgrados

Maestría Ciencias de la Educación

Énfasis Enseñanza del Inglés

Course:

Online Techniques

Using Cooperative Language Learning Method though Web Based Learning

Facilitator:

Dr. Rafael Espinoza Pizarro

Student:

Argenis Ordoñez Garmendia

September 2011

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Table of Contents

Introduction 03

Rationality 05

Framework 06

Planning

Conclusions

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22

Bibliography

Appendix

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Introduction

According to many social disciplines such as sociology,

anthropology or psychology, human beings are social entities. Since the

very beginning of life, we all require of other human beings - “our parents”

– to exist into this world. That interaction is present in all of the processes

we go through our days. That is why the notion of “Cooperative Learning”

is not new; it is just something implicit in our being. On the other side,

people interaction has been changing through time with the technological

era, that is, face to face interaction is less common.

In the past, education had only in person settings and scholars only

observed carefully and eventually made it possible to establish the idea of

cooperation, and the idea of online settings was completely unknown.

“Cooperative Language Learning Method,” which simply offers a

set of principles, characteristics and ways to teach us how to work together

to achieve goals in all of the learning processes we pass through, especially

in academic areas.

In this paper we offer the general background, definition, principles,

characteristics, benefits, and roles of the participants on that system.

We want to transmit a clear idea about what it is and how to apply it

at educative environments. The Cooperative Learning Method is not easy

to manage but it is useful once it has been acquired. We, as teachers, really

hope to master it by practicing it constantly, and even include our personal

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modifications according to our students’ needs and depending on the kind

of course we are teaching.

Finally, we created a planning using Cooperative Language Learning

through Web Based Learning that shows steps how to develop a class using

some websites and how students can work as a team since Cooperative

Language Learning Method is a tool which not only improves teaching-

learning methodology, but develops social skills on our pupils. The

implementation of online settings is a form to motivate students to learn in

and out the school. When apprentices truly comprehend the concept of

“teamwork”, and “computer networks” they will discover a new whole

world of learning and living.

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Rationality

According to what we have researched, it is important to mention

that in education there are numerous fields and theories that try to explain

and give an extensive view of how humans learn, how we are able to

acquire knowledge and the way we process and produce information is

significant. It is undeniable that education has changed in many ways and

the way we used to learn differs a lot from the present moment.

Technology has become a very important aspect in today’s world and

we cannot forget that it is essential in every single aspect of our daily life.

That is why we decided to investigate about how to use cooperative

language learning through web based learning with the aim of motivating

students to work as a team using computer networks, this with the idea of

enhancing their language learning process, and their social skills.

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General Background

Cooperative learning is an old idea which states that in order to learn

you must have a learning partner. It claims that learning is part of the social

functions of people because it is implicated in the world we live in.

Since the first century, scholars have argued that students could

benefit from teaching one another. The Roman philosopher, Seneca

advocated cooperative learning through such statements as, "Qui Docet

Discet" (when you teach, you learn twice). Johann Amos Comenius

(1592-1679), known by many people as the “father of modern education”,

believed that students would benefit both by teaching and being taught by

other students.

In 1753, the Scottish educator Andrew Bell (1753-1832) developed

the scholar system called “mutual instruction” or “monitorial system”

that consisted to select advanced students and assigned them a role of

“monitor” to teach to the young fellows, under the teacher supervision.

In 1798, the English public education innovator Joseph Lancaster

(1779-1832) founded a school in London where he applied Bell’s system.

He made extensive use of the cooperative learning groups in England, and

the idea was brought to America when a Lancasterian school was opened in

New York City in 1806.

In the last three decades of the 19th Century, within the Common

School Movement in The United States, there was a strong emphasis on

cooperative learning. Actually, one of his supporters, Colonel Francis

Wayland Parker (1837-1902) brought his advocacy of cooperative

learning enthusiasm, idealism, practicality, and an intense devotion to

freedom, democracy, and individuality in the public schools. His fame and

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success rested on his power to create a classroom atmosphere that was

truly cooperative and democratic. Parker's advocacy of cooperation

among students dominated American education through the turn of the

century when the philosopher, and educator John Dewey (1859-1952),

called the “father of progressive education”, worked to create a curriculum

that was against standardization, isolate and rote learning (memorizing

data). In other words, he promoted the use of cooperative learning groups

as part of his instruction.

In the late 1930's, however, interpersonal competition began to be

emphasized in schools and in the late 1960s, individualistic learning began

to be used extensively. However, by that period Piaget and Vygotsky’s

ideas were taken into consideration in education to return to the

“cooperative learning”.

Jean Piaget (1896-1980), the Swiss biologist and psychologist,

exposed his research on children’s cognitive development which basically

explained that kids pass through stages in the development of intelligence

and formal thought processes that start at home and continue in social

environments, such as the school. Meanwhile, studies of the Russian

psychologist, Lev Vygotsky (1896-1934) described his famous “zone of

proximal development (ZPD)”. It is the term for the group of tasks that

are too difficult for the child to master alone, but can be learned with

guidance and assistance of adults or more-skilled children.

There are two levels of ZPD, the lower one is the position a kid

reaches by working independently, and the higher level is a more difficult

one where the child can access with the assistance of an able instructor.

Scaffolding is the concept given to the movement from a lower level to a

higher one. In that moment the child becomes a “skillful trainer” and is

able to assist others to “scaffold” to a superior level. Eventually, in the

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1980s, schools once again began to use cooperative learning in a way to

develop intellectual skills in a social environment.

In conclusion, Cooperative Language Learning Method appears to be

a promising way by which teachers can simultaneously achieve both

academic and socio-moral objectives. To date, the research has not

examined whether the positive results achieved with this method persist

over time. Nevertheless, the findings are sufficiently promising to warrant

future serious consideration to be one of the most effective ways to be used

in the teaching-learning process.

Definition

Cooperative learning is a successful teaching strategy in which small

teams, each with students of different levels of ability, use a variety of

learning activities to improve their understanding of a subject. Each

member of a team is responsible not only for learning what is taught, but

also for helping teammates learn, thus creating an atmosphere of

achievement. Students within the team cooperate with one another and

work through the assignment until each team member successfully

understands and completes it.

Therefore, it is an instructional strategy where small teams of

students, usually two to six members, work together to maximize their

individual and collective learning.

After team members are organized into these small groups and

receive instruction from their teacher, ultimately the shared goals are

accomplished individually by each team member, and collectively by the

group as a whole.

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Principles

There are five fundamental elements involved in cooperative learning.

In fact, these five elements distinguish cooperative learning from other

forms of group learning. These elements can be thought of as pieces in a

puzzle. When all of these elements are present in a learning situation, the

result is a cooperative learning group. The five basic elements of

cooperative learning are:

Positive Interdependence

This means the group has a clear task or goal so everyone knows

they sink or swim together. The efforts of each person benefit not only that

individual, but everyone else in the group. The key to positive

interdependence is having commitments made to personal success as well

as the success of every member of the group.

Ways to ensure positive interdependence:

The group has only one pencil, paper, book, or other resource.

One paper is written by the group.

A task is divided into jobs and can't be finished unless all help.

Pass one paper around the group on which each member must write a

section.

Jigsaw - each person learns a topic and then teaches it to the group.

A reward (e.g. bonus points) if everyone in the group succeeds.

Individual and group accountability

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The group is accountable for achieving its goals, and each member

must be accountable for contributing a fair share of the work toward the

group goal. No one can "hitchhike" on the work of others. The performance

of each individual must be assessed and the results given back to the group.

Ways to ensure individual accountability:

Students do the work before bringing it to the group.

One student is chosen at random and questioned on the material the

group has studied.

Everyone writes a paper; the group certifies the accuracy of all their

papers; the instructor chooses only one paper to grade.

Students receive bonus points if all do well individually.

Instructor observes students taking turns orally rehearsing

information.

Interpersonal and Small-Group Skills

Interpersonal and small group skills are required to function as part

of a group. These are basic teamwork skills. Group members must know

how to -- and be motivated to -- provide effective leadership, make

decisions, build trust, communicate, and manage conflict. Some relevant

abilities are:

Active listening

Brainstorming skills

Problem solving skills

Conflict Management skills

Ways to ensure interpersonal and small-group skills:

Be on time for group meetings and start them on time.

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Listen to others. Don't be so busy rehearsing what you are going to

say that you miss other group members' points and ideas.

Do not close the road to mutual learning by interrupting or using

language that can be regarded as a personal attack.

Make sure everyone has the opportunity to speak.

Do not suppress conflict, but do control and discipline it.

Face-to-face promotive interaction

This means that students promote each other's success by sharing

resources. They help, support, encourage, and praise each other's efforts to

learn. Both academic and personal support is part of this mutual goal.

Ways to ensure face-to-face promotive interaction:

A student orally explains how to solve a problem.

One group member discusses a concept with others.

A group member teaches classmates about a topic.

Students help each other connect present and past learning.

Group processing

Group members need to feel free to communicate openly with each

other to express concerns as well as to celebrate accomplishments. They

should discuss how well they are achieving their goals and maintaining

effective working relationships.

Ways to ensure group processing:

Group members describe each other's helpful and unhelpful

behaviors and actions.

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As a group, make decisions about which behaviors to continue and

which behaviors to change.

Characteristics

Students work cooperatively compared with traditional models

where individuals are only looking out for themselves.

Team members are responsible for their own individual learning as

well as for their teammates learning.

Teams are made up of high, medium and low academic achieving

students.

Teams are heterogeneous in gender, race, culture and socioeconomic

status.

Team members contribute their knowledge, experience, skills and

resources to the group.

Team members cooperate and collaborate.

Team members benefit from the contributions of the individual team

members.

Team members acquire new skills and knowledge.

Rewards are oriented towards individual and group.

Benefits of using Cooperative Language Learning Method

If we had to point out just a single form in which Cooperative

Learning help both teachers and learners, it would be impossible as it

brings benefits in many different ways such as the following:

Students feel motivated to help one another learn.

Pupils see how their learning is strengthened as they explain one

another.

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When students understand that they are working together toward a

common goal, the academic work is more valued by them.

Learners can master material or even have a better performance on

tests which implies that they get a higher achievement.

Pupils can enhance their own understanding and retention of

information as they have to organize their thoughts to explain their

ideas to the rest of the team.

Through the structures, all students, even the “weak” ones start

feeling that their contribution is relevant and that somehow are

indispensable which also increase their self-esteems.

According to specialists and research findings Cooperative Learning also helps to:

Value diversity and increase tolerance

Create interethnic relations

Provide the kind of experiences that develop both good learning

skills and social skills

Enlarge social support

Increase student talk

Create a more relaxed atmosphere

Promote the negotiation of meaning

Expand the amount of comprehensible input

Enhance intrinsic motivation

Have better attitudes toward teachers, schools and the subject matter

We must always bear in mind that to become skilled in cooperative

learning takes hard work, time, patience, and persistence, but the most

important thing is that, at the end, both instructors and pupils will

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experience an important amount of benefits that will turn learning into

something everlasting.

Teachers’ role

The teachers’ role in the Communicative Learning differs from that

of teacher-fronted lessons in the sense that they are meant to be facilitators

which implies that they have to move around the class and help students

and groups on their needs. They are supposed to observe learners, to extend

the activities when necessary, to give feedback, to encourage the group to

solve and overcome difficulties and to provide the materials.

Furthermore, instructors have to organize the learning environment,

to set goals and to make students be aware of them, to plan tasks, to choose

the resources, to set time, and to arrange the classroom.

What is also important is that they are responsible of the way they

organize structures because from that depends the success or failure of

learners It is also their duty to encourage mutual helpfulness and active

participation of learners during the whole class.

Students’ role

The main role of a learner is to be a member of a group who must work

collaboratively on tasks with other people from the group. They are

responsible of their own learning as there are taught by their teachers to

plan, monitor and evaluate their own learning which is viewed as a

“collection” of learning skills.

As teachers, it is important for us to keep in mind that when working in

groups, pupils are going to participate in different ways in that group which

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means they have to take alternate roles that will depend somehow on the

social skills we want to emphasize. Some of them are the following:

Task master

This student is going to be the one who makes sure the group stays on

task. Here are some examples of taskmaster statements:

Checker

This pupil is supposed to verify that everyone agrees with an answer or

approach and that all understand. They usually can say:

Gate keeper

In this case, this student is required to make sure that each person has a turn

and that all participate about equally. When working in a group, they can

ask:

Praiser

This group member is the one who encourages others to work hard. He

or she lets other members know that they have carried out a good job and

that their effort is really appreciated. They usually can say to group

members:

Recorder

In this instance, this group member is responsible for filling out the

group evaluation form with information of the other members. The student

must see what the team did correctly and what needs to be improved. This

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person is also in charge of documenting the responses all agrees. They can

tell to the other members of the group:

Besides the mentioned roles , there are some others that students can

carry out, such as: the encourager, the cheerleader, the coach, the question

commander, the reflector, the quiet captain and the materials monitor, as

are stated on the reading provided by our teacher.

It is also essential to remember the individual and the group

responsibilities that every student has in each group. Regarding this, each

individual is responsible for:

Trying

Asking

Helping

Being courteous

As team, pupils are responsible for:

Consulting other group member to avoid confusion

Solving

Working together to achieve goals and to carry out tasks

Helping their groups and that of others

Cooperative learning lesson plan considerations

To start planning a lesson is not an easy task; involves different

things teachers have to consider specially when planning a cooperative

learning lesson. Cooperative Learning can be a major change from

teachers-fronted instruction because there are several aspects from this

learning which have to be modified and instructors have to keep in mind.

At the same time, using cooperative learning does not mean abandoning

teacher-fronted mode; it represents combining various modes of learning.

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Below are five issues that many second language teachers raise when they

contemplate undertaking cooperative learning.

Difficulty level

The term difficulty level refers to the relative difficulty of

completing a task or an objective. When using cooperative learning the

difficulty level of activities is important because it may be the largest

stumbling block to successful cooperative learning use. Especially when

beginning with Cooperative Language Learning, the task should be an

easily possible one, so that students can feel comfortable and confident

working in groups. Ideas to consider here include starting Cooperative

Language Learning with easy tasks, carefully clarifying procedures so that

students know what they will be doing, providing examples of what groups

are being asked to do, and monitoring groups so that teachers can provide

help when needed.

Use of the second language

Students are often tempted to use their fist language when working in

groups because it is the language they feel more comfortable with. But we,

as instructors, should discuss with students what constitutes appropriate

second language use. Also, students need sufficient language support, such

as dictionaries (and other reference sources) and pre-task examples. When

seeking to promote proper second language use, we need to consider

whether the level of task difficulty is appropriated. One more idea is to use

heterogeneous groups with at least one relatively more proficient student in

each group.

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Liceo de San Jose English Department From: September to October Level: 9th graders Teacher: Argenis Ordóñez Garmendia Topic: Natural Resources and Environmental Problems Function: Giving recommendations and suggestions based on the topic under discussion General objective: Students will be able to identify natural resources and tips to conserve the planet

Specific Objective Functions and languages

Procedures Cultures and values Evaluation Criteria Time

Students will be able to Recall previous knowledge Provide general information about types of pollution, causes and consequences based on their knowledge

Functions

Asking for and giving information.

Expressing and explaining one’s point of view.

Asking and answering questions.

Role playing

Visual Pollution Water pollution Noise pollution Land pollution Air pollution Light pollution Radioactive Contamination

Warm-up

Students will answer generating questions based on a short video created in animoto What did you see in the video? What did the pictures of the video make you feel? What are the causes of such panoramas? What are the effects we might have having that kind of pollution? How can you picture the world in 100 years from now?

Respect for others’ opinions and values Tolerance towards people’s feelings and opinions Efficiency in every participation Politeness when interacting socially Friendliness in social interaction Self-respect and respect for others Self-esteem when performing in the new language

Recalling previous knowledge Providing general information about types of pollution causes and consequences based on their knowledge

10 minutes

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Identify the use of should and should not to give recommendations Apply the structured of the should in an online survey State their

suggestions and

recommendations

about different

types of pollution

applying the modal

should or should

Effects and causes Language Grammar Use of should or should not Subj+should+ base form of verb Subj+ should not+ base form of verb

Presentation Students will listen to the teacher’s explanation about the use of the modal should / should not and take notes Controlled Practice Students will: Complete the online survey. Get in pairs and compare their answers with their partners. Check the exercises with the teacher and make corrections if necessary

Free-Practice

Students get in groups where every student has a role. They have to take some pictures using their cameras, phones or taken from internet illustrating different pollution forms. they start selecting some pictures about different types of pollution. Pupils

Identifying the use of should and should not to give recommendations or suggestions applying the structured of the should in an online survey Stating their

suggestions and

recommendations

about different types

of pollution applying

the modal should or

should not

10 minutes

10 minutes

60 minutes

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not

Construct a short paragraph expressing their impressions and suggestions based on TV commercials To express and state the most important aspects of conserving the

create a short video using window movie maker, (digital story telling) expressing the recommendations and suggestions for every type of pollution found . Every member of the group has to contribute according to the role assigned. After completing the task, students have to share their projects with the rest of the group.

Production Students are going to watch some environmental ads from the WWF company. After watching those videos, students have to write their impressions about the ads , they have to include: How the ads made you feel? What are their impressions about the commercials? What is the company trying to motivate? Their personal beliefs about the ads. Recommendations for the ads to have a better effect on people. They must post this information on their personal blog.

Consolation

The teacher will involve learners in an activity that allows them to transfer their skills to real life. 1) Students are going to be involved in an activity in which they are supposed to

Constructing a short paragraph expressing their impressions and suggestions based on TV commercials Expressing and stating the most important aspects of conserving the planet.

30 minutes

25 minutes

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planet

imagine they own a company which is not doing well in terms of managing waste and it is contaminating the environment. Every group has to watch the teacher’s blog in order to see their task. The task is posted, and every group has a different pollution form. The main purpose is to create solutions to keep their company clean and the environment taken care. 2) They are going to get in groups of three students. They are going to be given some material in order to elaborate their proposal 3) After elaborating their proposal, they will share their work with the rest of the group in an oral presentation in which they have to really pretend to be the owners of the company. They have to be really convincing and persuasive. They have to use the vocabulary according what they have studied, they have to include the features, advantages, disadvantages, etc.

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Conclusions

The implementation of new strategies, procedures and ways to learn and

teach are always scaring for students and teachers, there is always reluctance in

trying something new especially when we are not acknowledgeable about what we

are in. But, when we decide to cross that line and venture out to a world of

possibilities we might encounter creativity and innovation in every step taken,

when this process happens, motivation comes and let us do big things. That is what

occurs when students are involved in settings where they can fly their imagination

because it has no limits and they are interacting with other members of the group.

Implementing Cooperative Language learning through Web Based Learning

makes students and teachers be more creative and makes the learning process more

attractive and engaging for the ones who are involved in. Cooperation is a sense

that we all have and like to feel part of a group, if this sense is addressed properly

can give us enormous advantages. On the other side, technology has great

resources that can be used as part of the instruction, and if those resources are used

properly can give us huge opportunities and options to enhance our educational

settings.

The world is always changing, every new day brings something new, and the

possibilities to apply these innovative resources are always handy, the only thing

we have to do is not to be afraid of trying them. The world keeps spinning and if

we do not take the advantages, someone else is going to take for us, and we are

going to be left behind.

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Bibliography

Larsen D. (n.d.). Techniques and Principles in Language Teaching. Oxford

University Press, England. Pp 159-173

Richards C. and Rodgers T. (n.d.). Approaches and Methods in Language

Teaching. Cambridge University Press, England. Pp 193-201

Second Language Teaching and Learning. Chapter 5: Implementing

Cooperative Learning. (n.d). Anthology of English Teaching Methods

Course. Doris Espinosa (compiler). S J, Costa Rica. (2010). pp, 52-57

Wikipedia, The Free Encyclopedia. (2006). Education. September 20, 2011.

<http://en.wikipedia.org /wiki/Wikipedia>

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This information is posted on the teacher for students to watch and start preparing their task

Group 1

You have to pretend you are owners of a very successful company, but the company is not doing well in

terms of conserving the environment. Your company is producing water pollution, cause of the high

waste you have. Since you are the owners of the company you have to decide what measures to take in

order to stop what your company is doing. Create a plan in which you have to protect the environment,

what measures you are going to take. How long those measures are going to heal the damage that you

have caused to the environment. What advantages the planet is going to have based on your

environmental plan.

Group 2

You have to pretend you are owners of a very successful company, but the company is not doing well in

terms of conserving the environment. Your company is producing air pollution, cause of the high waste

you have. Since you are the owners of the company you have to decide what measures to take in order

to stop what your company is doing. Create a plan in which you have to protect the environment, what

measures you are going to take. How long those measures are going to heal the damage that you have

caused to the environment. What advantages the planet is going to have based on your environmental

plan.

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Group 3

You have to pretend you are owners of a very successful company, but the company is not doing well in

terms of conserving the environment. Your company is producing Visual Pollution, cause of the high

waste you have. Since you are the owners of the company you have to decide what measures to take in

order to stop what your company is doing. Create a plan in which you have to protect the environment,

what measures you are going to take. How long those measures are going to heal the damage that you

have caused to the environment. What advantages the planet is going to have based on your

environmental plan.

Group 4

You have to pretend you are owners of a very successful company, but the company is not doing well in

terms of conserving the environment. Your company is producing Noise Pollution, cause of the high

waste you have. Since you are the owners of the company you have to decide what measures to take in

order to stop what your company is doing. Create a plan in which you have to protect the environment,

what measures you are going to take. How long those measures are going to heal the damage that you

have caused to the environment. What advantages the planet is going to have based on your

environmental plan.

Group 5

You have to pretend you are owners of a very successful company, but the company is not doing well in

terms of conserving the environment. Your company is producing Radioactive Contamination, cause of

the high waste you have. Since you are the owners of the company you have to decide what measures

to take in order to stop what your company is doing. Create a plan in which you have to protect the

environment, what measures you are going to take. How long those measures are going to heal the

damage that you have caused to the environment. What advantages the planet is going to have based

on your environmental plan.