COOPERATIVE LAERNING

Introduction
The way language learners perceive and interact with one another is taken for
granted in instructional programs. Much training time is devoted to helping instructors set
up appropriate interactions between language learners and materials (i.e., textbooks,
curriculum programs etc.), some time is spent on how teachers should interact with
language learners, but how language learners should interact with one another is
relatively ignored.First and foremost, students who work together as a team share a
common goal. The success of the project depends on combining their efforts. Cooperative
learning activities help students practice working in teams. Teams should be able to act
with the same unity of purpose and focus as a well motivated individual. Sharing a
common goal allows students to learn to trust each other as they achieve more than would
be possible on their own (Slavin, 2014).
Cooperative learning is a teaching method where students of mixed levels of
ability are arranged into groups and rewarded according to the group's success, rather
than the success of an individual member.Cooperative Learning is part of a group of
teaching/learning techniques where students interact with each other to acquire and
practice the elements of a subject matter and to meet common learning goals. It is much
more than just putting students into groups and hoping for the best.Cooperative Learning
is a very formal way of structuring activities in a learning environment that includes
specific elements intended to increase the potential for rich and deep learning by the
participants. The consistent use of the following principles in an organized way is at the
heart of Cooperative Learning.

Cooperative Learning models include the following basic principles:

• Group tasks are designed to be suitable for group work.
• Positive interdependence is built in cooperation is necessary for students to
succeed.
• Attention and class time are given to interpersonal/cooperative skill building.
• Participants learn together in small (2-5 members) groups.
• Students are individually accountable for learning and participation.
• The instructor’s role changes from being the "sage on the stage" to the "guide on
the side."

 What is meant by Cooperative work?

1
 A working definition of cooperative learning is the use of small groups through which
students work together to maximize their own and each other's learning.
 What are the basic elements of Cooperative work?

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:
1- Positive interdependence
2- Individual and group accountability
3- Interpersonal and small group skills
4- Face-to-face promotive interaction
5- Group processing
 What is meant by "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 the individual, but also everyone else
in the group. The key to positive interdependence is committing 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.

2
  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.
 Each person learns a topic and then teaches it to the group (Jigsaw method).
 Offer a reward (e.g. bonus points) if everyone in the group succeeds.

 What is meant by "Individual and group accountability"?

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 and Group 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.

 What is meant by interpersonal and small group skills?

3
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.
 Completing tasks
 Communicating
 Decision making
 Managing conflict
 Appreciating group members
Ways to ensure Interpersonal and Small Group Skills:
 Be on time for group meetings and start them on time.
 Listen to others. Don't be so busy rehearsing what you are going to say that you
miss other group members' points and ideas.
 Don't 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.
 Don't suppress conflict, but do control and discipline it.

 What is meant by 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 are 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.

 What is meant by Group processing?'

4
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.
 As a group, make decisions about which behaviors to continue and which behaviors
to change.

Why do we Use Cooperative Learning?

Objectives of cooperative Learning

Based on the experiences of thousands of classroom teachers, these are the benefits of
cooperative learning:
 Student achievement. The effects on student achievement are positive and long-
lasting, regardless of grade level or subject matter.
 Student retention. Students are more apt to stay in school and not drop out because
their contributions are solicited, respected, and celebrated.
 Improved relations. One of the most positive benefits is that students who
cooperate with each other also tend to understand and like each other more. This
is particularly true for members of different ethnic groups. Relationships between
students with learning disabilities and other students in the class improve
dramatically as well.
 Improved critical thinking skills. More opportunities for critical thinking skills
are provided, and students show a significant improvement in those thinking
skills.
 Oral communication improvement. Students improve in their oral communication
skills with members of their peer group.
 Promoted social skills. Students' social skills are enhanced.

5
  Heightened self-esteem. When students' work is valued by team members, their
individual self-esteem and respect escalate dramatically.

 What are the roles of students in cooperative learning?

Student Roles

Some tasks are complex and may benefit from clear roles and responsibilities assigned to
each student within a group. Create team roles that are simple, clear, and important. As
students become more comfortable with teamwork, however, it is a good idea to rotate
roles within the teams so that students experience a variety of responsibilities. Some
sample roles are:
 Organizer: provides the group with the overall process structure
 Recorder: writes down important information (e.g., directions or group work)
 Praiser: encourages others to share ideas, give opinions, and work hard.
Makes sure members know they have done a good job and are appreciated.
Praises ideas and helping behaviors.

6
  Checker: makes sure that all team members understand the concepts and the
team's conclusions.
 Questioner: generates questions and involves all students
 Assessor: evaluates the progress of each work session
 Encourager: models and reinforces appropriate social skills
 Summarizer: restates the team's conclusions or answers.
 Spokesperson: represents the group and presents group work to rest of the
class
 Timekeeper: keeps group on task and on time
 Team facilitator: moderates discussions, keeps the team on schedule, ensures
that work is completed by all, and makes sure that all have the opportunity to
participate and learn.
 Reflector:listen to what others say and explain it back in his or her own words,
asking the original speaker if the interpretation is correct.
 What are the criteria for team formation?
The instructors use different activities for students to work in a team. The following
guidelines are used:

Criteria for team formation:

 Form teams of 4 students for most tasks. When students work in pairs,
the diversity of ideas and approaches that leads to many of the benefits of
cooperative learning may be lacking. In teams of five or more, some students are
likely to be inactive unless the tasks have distinct and well-defined roles for each
team member.

 Make the teams heterogeneous in ability level. In heterogeneous groups, the

weaker students gain from seeing how better students approach problems, and the
stronger students gain a deeper understanding of the subject by teaching it to
others.
 Let students to choose a leader within each group to organize and facilitate work.
 Assigning different roles for students in each team and rotate these roles, so that,
each student act different roles in each task.
 Be sure to state the directions or instructions in clear, precise terms. Let your
students know exactly what they are to do. You must share these directions with
students before they engage in cooperative learning activities.

7
 Be sure every student knows that she or he has an equal chance of learning the
material. Inform every student that she or he can help the group earn rewards for
academic success. Be sure students understand that there's absolutely no academic
penalty for being placed in a particular group.
 Describe exactly what students are expected to learn. Let students know that
cooperative learning groups are a means to an end rather than an end in itself. Do
not use ambiguous language.
 Plan time to observe a group, and record the frequency with which each member
contributes to the group's work. Invite students to teach what they learn to
someone else.
 Monitor students while engaging in the task and give help when necessary.
 Ask group members to discuss how well they're achieving their goals or how
they're maintaining effective working relationships.
 Help students make decisions about what behaviors to continue, what to change,
and what to eliminate.
 Be sure you have sufficient time to learn the targeted information. Groups should
stay together until they achieve their tasks successfully.
.