cooperative learning
TRANSCRIPT
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Cooperative LearningTwo heads learn better than one.
By Roger T. David W. JohnsonRobert Gilman
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Produced by
Ms. Khanuengnit Thongkliang57120308125
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Three Basic Ways of Learning
• There are three basic ways students can interact with other as they learn.
1. They can compete to see who is "best.
2. They can work individualistically on their own toward a goal without paying attention to other students.
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3 วธพนฐานในการเรยนร• สามวธพนฐานสำาหรบผเรยนทสามารถปฏสมพนธ
กบผอนเพอการเรยนร มดงน1. ผเรยนสามารถแขงขนกบผอนวาใครเกง
ทสด2. ผเรยนทำางานเดยวไดโดยทไมตองสนใจผ
เรยนคนอน3. ผเรยนสามารถทำางานรวมกนโดยจบกลม
กบผทมความสนใจเหมอนกน
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Three Basic Ways of Learning
• 3. They can work cooperatively with a vested interest in each other's learning as well as their own.
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The difference between three interaction patterns
• 1. Competitive situation is characterized by negative goal interdependence, where, when one person wins, the others lose.
• 2. Individualistic learning situation, students are independent of one another and are working toward a set criteria where their success depends on their own performance in relation to an established criteria.
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The difference between three interaction patterns.
• 3. Cooperative learning situation, interaction is characterized by positive goal interdependence with individual accountability.
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ความแตกตางของรปแบบการเรยนทงสามรปแบบ
• 1. การเรยนแบบแขงขน เปนรปแบบการเรยนรโดยเปนเปาหมายดานลบ เชนใครคอผชนะ ใครคอผแพ
• 2. การเรยนรแบบเดยว คอ ผเรยนเปนอสระจากผอนและทำางานไปตามเกณฑทผเรยนจะประสบความสำาเรจตามลกษณะของแตละบคคล
• 3. การเรยนแบบรวมมอ เปนการเรยนแบบมเปาหมายเชงบวกโดยการเรยนรสวนบคคลโดยอตนโนมต
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The Study Suggest;
• 1. Students achieve more in cooperative interaction than in competitive or individualistic interaction.
• 2. Students are more positive about school, subject areas, and teachers or professors when they are structured to work cooperatively.
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The Study Suggest;
• 3. Students are more positive about each other when they learn cooperatively than when they learn alone.
4. Students are more effective interpersonally as a result of working cooperatively than when they work alone, competitively or individualistically.
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ขอเสนอแนะ• 1. ผเรยนประสบความสำาเรจในการเรยนรแบบ
รวมมอมากกวาการเรยนแบบเดยวกบและการเรยนแบบแขงขน
• 2. ผเรยนมความคดดานบวกกบโรงเรยน รายวชา และครอาจารยเมอพวกเขาถกจดใหเรยนแบบรวมมอ
• 3. ผเรยนมความคดเชงบวกกบผเรยนดวยกนเองเมอเรยนแบบรวมมอมากกวาเรยนคนเดยว
• 4. ผเรยนประสบความสำาเรจในการเรยนโดยดจากผลงานของการทำางานแบบรวมมอมากกวาเรยนแบบเดยวและการเรยนแบบแขงขน
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STRUCTURING COOPERATIVE INTERACTION
• Select a lesson• Although almost any learning situation can be
adapted to be cooperative, competitive or individualistic, the teacher needs to select a place to start with cooperation.
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โครงสรางของการเรยนรแบบรวมมอ
• เลอกบทเรยน• แมวาทกบทเรยนจะสามารถประยกตใหเปนการ
เรยนการสอนแบบราวมมอ แบบเดยวและการ แขงขน ทงนครควรจะเลอกเนอหาทจะเรมการ
เรยนรแบบรวมมอ
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Teachers make the following decisions:
• 1) Select the groups' size most appropriate for the lesson.
• 2) Assign the students to groups. For a variety of reasons, heterogeneous groups tend to be more powerful than extreme homogeneity.
• 3) Arrange the classroom.• 4) Provide the appropriate materials.
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Teachers’ responsibilities
• 1. Explain the task and cooperative goal structure to the students. – A clear and specific description of the task needs
to be given coupled with an explanation of the group goal.
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Teachers’ responsibilities
• 2. Monitor the groups as they work.– The teacher needs to monitor carefully how well
the groups are functioning; determine what skills are lacking.
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Note
• It is important to note that the cooperative group does not take the place of instruction, but instead translates it and makes it useful. The teacher will still need to introduce new material and students will need to research and study so that they have something to share with their peers within the group.
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Using Cooperative learning in my class.
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Using Cooperative learning in my class.
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Conclusion
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Good luck for all of you!