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<ul><li> 1. CooperativeLearning Approach Albano, Krizel Alvaro, Jenise Shareen Bolinao, Jensine Fatima Buan, Jane Lorenzo, Florence Effective Teaching Mathods 2nd Edition </li> <li> 2. What is CooperativeLearning Approach? a method of teaching and learning in which students form teams for structured activities to achieve a common goal. </li> <li> 3. What is CooperativeLearning Approach? They are individually accountable for their work, and the work of the entire group. Members of cooperative teams work together and have clearly defined roles. </li> <li> 4. What is CooperativeLearning Approach? allows students to observe, imitate, and learn from each other. </li> <li> 5. 5 Key Steps in ConductingCooperative Learning Approach </li> <li> 6. Prior planning helps to establish the specific PRE- INSTRUCTIONAL cooperative learning technique to be used and PLANNING lays the foundation for effective group work.INTRODUCE THE ACTIVITY Explain the academic task to them and TO THE STUDENTS what the criteria are for success. This is where you let the groups run while you circulate through the room to collect observation MONITOR AND data, see whether they understand the INTERVENE assignment, give immediate feedback and praise for working together. Some informal assessment is already done ASSESSMENT while you are monitoring the groups during the exercise. Group processing involves asking the groups to PROCESS rate their own performance and set goals for themselves to improve their cooperative work. </li> <li> 7. Effects/Results gain from each others efforts recognize that all group members share a common fate know that ones performance is mutually caused by oneself and ones team members feel proud and jointly celebrate when a group member is recognized for achievement. </li> <li> 8. Model ofCooperative Learning Forms attitudes and values Provides models of Improved prosocial behavior collaborative skills Presents alternative Resulting inCooperative perspectives and Better self- esteemLearning viewpoints Increased achievement Builds a coherent and integrated identity PROSOCIAL BEHAVIOR Promotes critical - voluntary actions that are thinking, reasoning, intended to help or benefit and problem another individual or group of solving behavior individuals </li> <li> 9. TRADITIONAL LEARNING GROUP VSCOOPERATIVE LEARNING GROUP </li> <li> 10. TRADITIONAL COOPERATIVE LEARNING GROUPS LEARNING GROUPSFocus is on individual performance only. Focus is on group performance.Group members compete with each other and Each group member believes that they cannot succeed unless the other members of thewithhold information - "If you group succeed (and visa versa) - If yousucceed, I loose." win, I win!"Only individual accomplishments are Group as well as individual accomplishmentsrewarded. are rewarded.Assignments are discussed with little Group members help, assist, encourage, andcommitment to each others learning. support each others efforts to learn.Individual accountability only -- I dont care if Both group and individual accountability.the other members in the group learn. Members hold self and others accountable for high quality work. </li> <li> 11. TRADITIONAL COOPERATIVE LEARNING GROUPS LEARNING GROUPSSocial skills are assumed or ignored. Teamwork skills are emphasized -- members are taught and expected to use collaborative skills.One person often "takes charge" and does all Leadership shared by all members.the work.No processing of how well the group is Students have time and are given a procedurefunctioning or the quality of its work. to analyze how well their groups are functioning, how well they are using the appropriate social skills, and how to improve the quality of their work together.Little or no attention to group formation Teacher assigns students to heterogeneous(students often select members). groups.Groups typically large (5-10 members). Groups are typically small (3 - 5 members).Teacher ignores groups. Teacher observes and intervenes when necessary. </li> <li> 12. Outcomes ofCooperation Cooperative learning activities can instill in your learners: </li> <li> 13. Outcomes ofCooperation ATTITUDES AND VALUES - Cooperative learning is important in helping learners acquire from the curriculum the basic attitudes and values they need to think independently inside and outside of your classroom. </li> <li> 14. Outcomes ofCooperation PROSOCIAL BEHAVIOR - Cooperative learning brings learners together in adult like settings which, when carefully planned and executed, can provide appropriate models of social behavior. </li> <li> 15. Outcomes ofCooperation ALTERNATIVE PERSPECTIVES AND VIEWPOINTS - Cooperative learning provides the context or meeting ground where many different viewpoints can be orchestrated, from which we form more articulate attitudes and values. </li> <li> 16. Outcomes ofCooperation INTEGRATED IDENTITY - Cooperative learning can be the start of stripping away the irrelevant, overly dramatic, and superficial appendages that mask our deepest thoughts and feelings. </li> <li> 17. Outcomes ofCooperation HIGHER THOUGHT PROCESSES - Cooperative learning actively engages the student in the learning process and seeks to improve the critical thinking, reasoning, and problem solving skills of the learner. </li> <li> 18. COMPONENTS OF ACOOPERATIVELEARNING ACTIVITY </li> <li> 19. Cooperative TaskStructure 1) Specifying the GOAL of the activity. 2) Structuring the task. 3) Teaching the collaborative process. 4) Monitoring group performance. 5) Debriefing. </li> <li> 20. 1- Specifying the goal Identify the outcome Check for understanding Set a cooperative tone </li> <li> 21. 2- Structuring the task Group Size Group Composition Time on task Role Assignment Factors Providing Reinforcement, and Rewards </li> <li> 22. 3- Teaching and Evaluatingthe Collaborative Process At the heart of the collaborative skills is the ability to exchange thoughts and feelings with each other at the same conceptual level. Students need to feel comfortable in communicating their ideas, beliefs and opinions to others in a timely and efficient manner. </li> <li> 23. 4- Monitoring GroupPerformance TEACHERS ROLES: to see that each group remains on track. to redirect group efforts when needed. to provide emotional support and encouragement. </li> <li> 24. 5- Debriefing Soliciting suggestions for how the process could be improved. Obtaining the Openly talking viewpoints of about how the predesignated groups functioned observers. during the cooperative activity. </li> <li> 25. COOPERATIVELEARNINGSTRATEGIES </li> <li> 26. RESEARCH SUPPORTINGCOOPERATIVELEARNING </li> <li> 27. Essentials 1) Positive Interdependence Students realize that each individual affects the work and success of the others. The work is structured so that students must share information in order to complete their cooperative tasks. </li> <li> 28. Essentials 2) Student-to-Student Interaction The teacher openly encourages students to help each other. </li> <li> 29. Essentials Provide constructive Share resources feedback with each other Act in a trustworthy Keep an way open mind promote a safe feeling for all by challenge other members reducing anxiety reasoning and ideas </li> <li> 30. Essentials 3) Individual Accountability Even though students work together, they also perform independently. Each individuals performance is assessed. Students must take personal responsibility for working toward the group goal(s). </li> <li> 31. Essentials 4) Social Skills Students learn and use appropriate social skills. Leadership Communication Decision-making Conflict Management Trust building </li> </ul>