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Group Work & Cooperative Learning: As Teaching Strategies

This document discusses group work and cooperative learning strategies. It outlines when and how to apply group work, including focusing on outcomes and having learners work together effectively. Potential limitations are noted, such as not all learners being willing to participate. Effective planning and implementation requires preparing learners, organizing groups, and facilitating activities. Cooperative learning involves positive interdependence and individual accountability among group members. The teacher's role is to divide groups, assign tasks, and facilitate progress, while learners are responsible for understanding each other and supporting group goals.

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27 views19 pages

Group Work & Cooperative Learning: As Teaching Strategies

This document discusses group work and cooperative learning strategies. It outlines when and how to apply group work, including focusing on outcomes and having learners work together effectively. Potential limitations are noted, such as not all learners being willing to participate. Effective planning and implementation requires preparing learners, organizing groups, and facilitating activities. Cooperative learning involves positive interdependence and individual accountability among group members. The teacher's role is to divide groups, assign tasks, and facilitate progress, while learners are responsible for understanding each other and supporting group goals.

Uploaded by

devendra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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GROUP WORK &

COOPERATIVE
LEARNING
AS TEACHING STRATEGIES
GROUP WORK
(COOPERATION)
O Small group work
O Large group work
O Critical outcomes (principles of OBE)

Focus on the outcome


WHEN AND HOW TO APPLY GROUP WORK?
(169)

O To reach the ultimate outcome (academic and social)


O Focus is placed on the active acceptors of
information
O Reconstruct / make sense
O Work on a realistic task
O Learners must work together effectively
O Focus on communication
O Improve problem solving skills
DEFINE OUTCOMES
LIMITATIONS (171)
O Learn how to learn in the environment “skills”
O Not everybody is willing to do their part
O Not everybody is accepted in the group
O Cannot contribute and does not feel competent
O Teachers do not want take control and places
responsibility on learners”
O If the activity is not monitored can time be
wasted
O Arrange the class
PLANNING AND IMPLEMENTATION(172)

1. PLANNING
O Plan before hand
O Prepare the learners
O Design how you will organise the group
O Prepare the material
O Develop guidelines
O Set the problem
O Organise and set rules.
2. IMPLEMENTATION (173)
REMEMBER IF THE LEARNERS ARE NOT
COMFORTABLE WITH THE METHOD LET THEM
WORK TOGETHER IN A GROUP OF TWO
Step 1: outcomes
Step 2: give the necessary information
Step 3: form the groups under guidance and select
role players
Step 4:facilitate /monitor
Step 5:activities to make the conclusions
Step 6: plan assessment
WHAT WENT WRONG?
COOPERATIVE LEARNING

WHAT IS COOPERATIVE ROLE OF THE TEACHER


LEANING?

ROLE OF THE LEARNERS


ADVANTAGES

TO WORK TOGETHER TO REACH A SPECIFIC AIM


GROUPS
O
O Specialist group
O Theme
O 1
O Using coopeartive learning
O
O 2
O Why does it work
O
O 3
O What might go wrong
O 4
O Preparing for co operative earning
O
O 5
O Advantages of co operative learning
O 6
O Limitations
O 7
O Reflect on learning
ROLE OF THE LEARNER

O Positive interdependence between learners


O Learners want to understand one another
and support one another
O Individual responsibility
O Appropriate interpersonal skills are learnt
O Each member must reflect one what said
ROLE OF THE TEACHER

O Division of groups (board; role play)


O Task for each group
O Determine method of feedback
O Summarise
O Determine method of assessment
O Facilitate (keep focused)
O Motivate
O Take charge of progress
DISADVANTAGE
O Learners do not like group work and prefer
to work alone
O Must learn from one another –only if it is
effective
O Do not want to be associated with the group
O Success is ensured if learners realize that
they are interdependent
O Can fail if every learner does not realize that
they have a responsibility
ADVANTAGE
O Enhances and encourages cooperation
between groups
O Improves communication skills
O Individual and group attempts are
successful
O Exchange and verbalizes ideas
O Learners are encourages to think how they
learn
O Learners are responsible for own learning
and realizes responsibility
O A lot of work can be done in a short while
Reflect critically on
cooperative learning as a
teaching strategy (see Killan)
O Reason for the implementation : more
learners seem to be academically
successful
O Theoretical perspectives
- Motivation
- Social cohesion
- Cognitive development
- Cognitive elaboration
Motivation
O Group awards motivate students to support
one another
O Group members achieve personal goals
O Must be motivated to learn – does not
matter which strategy is applied
O Intrinsic motivation
Social cohesion
O Students want to help one another , they
care and want to be successful
O Social interdependent
O Self-evaluation –structure a positive climate
Cognitive perspectives
O Cognitive perspective s: Interaction -student
involvement is enhanced (Vygotsky)
O Cognitive elaboration
- Why? Motivation and support cohesion
between groups
- behaviourist: immediate feedback
- cognitive : important verbalisation
/conceptualisation
- developmental process : peer modelling
- humanistic :natural curiosity
Large group work
O Provide clear indications to ensure that all learners
engage during the presentation.
O An advanced organizer directs the student on what to
do and to listen with attention
O Make use of non verbal signals to focus students
attention during the presentation
O Make use of quality media and technology
O Make eye contact and ask various questions/stop the
video
O Interject humor to make students more alert
O Circulate between the students
O Presentations should be a learning activity when all
following a common pattern
Large group work /small class
work
O In a large group the learners would cover a common
pattern or topic and work individually on it where
O in a small group the learners will work together on
either a similar or common topic.
O In large groups learners have individually
responsibilities where in
O small group roles are assigned to develop specific
competencies.
O In small groups the selection of learners in groups
must take place (to ensure that good cooperation will
take place) before the time where in
O large groups the whole class is involved as a single
group

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