Cooperative Language Learning合作語言學習法

吳吟萍897C0005

A successful teaching strategy in which small teams, with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.

What is Cooperative Language Learning(CLL)?

The characteristic of CL

Raise of achievement of all students

Positive relationship among students

Experience on healthy social, psychological, and cognitive development

Replace competition for cooperation

Replace teacher-fronted lessons for student-centered

The characteristic of CL

Interactive pair and group activities

Development of learning and communication strategies

Reduce learner stress and create a positive affective classroom climate

Types of learning and teaching activities

Five key elements of successful group-based learning in CL

Positive interdependenceGroup formationIndividual accountabilitySocial skillsStructuring and structures

(Olsen Kagan 1993)

Three Step Interview

1.Students are in pairs, one is interviewer and the other is interviewee2.Students reverse roles 3. Each shares with team member what was learned during the two interview

Think –Pair -Share

Teacher poses a questionStudents think of a responseStudents discuss their responses with partnerStudents share their partner’s response with the class

Learner Roles

Work collaboratively on tasks with other group memberMust learn teamwork skillsBe directors of their learningLearning requires student’s direct and active involvement and participationPairs tasks in which alternate roles involve partners in the role of tutor, checkers, recorder, and information sharers.

Teacher’s role

1. To create a highly structured and well-organized learning environment in the classroom:

Setting goals, planning and structuring tasks, establishing the physical arrangement of the classroom, assigning students to groups and roles, and selecting materials and time.

(Johnson et al.1994)

2. Be a facilitator of learning

3. Move around the class and helping students and groups as needs arise

Teacher’s role

4.Teacher speaks less than in teacher fronted class.

5.Provide broad questions to challenge thinking.

6.Prepare students for the task they will carry out.

7.Assist students with the learning tasks.

8.Give few commands, imposing less disciplinary control

( Harel 1992)

9.Restructuring lessons so that students can work cooperatively. (Johnson et al. 1994)

Procedure

1.Teacher assigns work to Ss2. Ss cooperative work3.Looking for materials4.Team work, get a starting point5.Individual work6.Looking for mistakes7. Ss revise composition8.Reread error-free

Assessment in CL

Evaluation based on the Whole Group’s performance :Group scores on a single productRandom selection of one member’s work

Evaluation combining individual and group performance:Dual grading of academic performanceConcurrent grading of academic and collaborative skills

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