2. COOPERATIVE LANGUAGE
LEARNING
BACKGROUND
GENERAL CHARACTERISTICS
APPROACH THEORY OF LANGUAGE
APPROACH THEORY OF LEARNING
DESIGN
TYPES OF LEARNING AND TEACHING ACTIVITIES
LEARNER ROLES
TEACHER ROLES
THE ROLE OF INSTRUCTIONAL MATERIALS
PROCEDURE
CONCLUSIONS
3. BACKGROUND
Cooperative learning is group learning activity
organized so that learning is dependent on
the socially structured exchange of
information between learners in groups and
in which each learner is held accountable for
his or her own learning and is motivated to
increase the learning of others. (Olsen and
Kagan 1992:8)
4. GENERAL CHARACTERISTICS
• Raise of achievements of all students
• Positive relationships among students
• Experience on healthy social, psychological, and
cognitive development
• Replace competition for cooperation
• Replace teacher-fronted lessons for student-centered
• Interactive pair and group activities
• Development of learning and communication
strategies
• Reduce learner stress and create a positive affective
classroom climate
5. APPROACH
THEORY OF LANGUAGE
Interactive and cooperative nature of language
Communication as a primary purpose of language
Most speech is organized as conversation
Communication takes place upon certain agreedupon set of cooperative rules
We learn these social rules in conversational
interaction
6. APPROACH
THEORY OF LEARNING
• Role of social interaction in learning (Piaget and Vygotsky)
• Development of critical thinking skills
• Learning must emphasize on cooperation, not on
competition
• Increase and variety of second language practice
• Cognitive development and increased language skills
• Integration of language with content-based areas
• Greater variety of materials to stimulate language and
concept learning
• Mastering of professional skills that emphasize on
communication
• Students act as resources of each other – a more active role
7. DESIGN
o OBJECTIVE
The objectives of CLL are to develop critical thinking
skills, and to develop communicative competence
through socially structured interaction activities.
o THE SYLLABUS
CLL does not assume any particular from language
syllabus, since activities from a wide variety of
curriculum orientation can be taught via cooperative
learning. CLL is the systematic and carefully planned
use of group-based procedures in teaching as an
alternative to teacher-fronted teaching.
8. TYPES OF LEARNING AND
TEACHING ACTIVITIES
Johnson
Olsen & Kagan
1992
Coelho 1992
Cooperative
Learning
Groups
Key Elements
Cooperative
Learning Tasks
Formal
Informal
Cooperative
Base Groups
Positive
Team
practice from
common input
Jig saw
Cooperative
projects
Interdependence
Group
Formation
Individual
Accountability
Social Skills
Structuring
and structures
Olsen &
Kagan: Threestep interview,
Round table,
Think-pairshare, Solvepair-share,
Numbered
heads.
9. LEARNER ROLES
• Work collaboratively on tasks with other group
members.
• Must learn teamwork skills.
• Be directors of their learning (plan, monitor, and
evaluate their own learning)
• Learning requires student’s direct and active
involvement and participation.
• Alternate roles involve partners in the role of
tutors, checkers, recorders, and information
sharers. “Pair tasks”
10. TEACHER ROLES
• Create a highly structured and well organized
learning environment in the classroom:
* Be a facilitator of learning.
* Move around the class and helping students
and groups as needs arise.
* Teacher speaks less.
* Provide broad questions to challenge
thinking.
11. * Prepare students for the task they will
carry out.
* Assist students with the learning tasks.
* Give few commands, imposing less
disciplinary control (Harel 1992).
* Restructuring lessons so that students
can work cooperatively.
12. THE ROLE OF INSTRUCTIONAL
MATERIALS
• Create opportunities for students to work
cooperatively.
• Materials can be specially designed for CLL
learning, modified from existing materials, or
borrowed from other disciplines.
13. PROCEDURE
1. Teacher assigns work to Ss
2. Ss cooperative work
3. Looking for materials
4. Team work, get a starting point
5. Individual work
6. Looking for mistakes
7. Ss revise compositions
8. Re read. Error - free
14. CONCLUSIONS
• Use of group discussion. Motives participation
• Maximize student’s interaction
•Contribute to each other learning
• obtaining benefits
