cooperative learning in indian classroom teaching and learning process
TRANSCRIPT
CO-OPERATIVE LEARNING IN CLASSROOM
TEACHING AND LEARNING PROCESS.
Compiled and prepared by: Dr. Geetika Saluja
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UBUNTU : "I am because we are and because we are, you are." This simple statement encapsulates a profound understanding of human inter connectedness. It is a statement of being.
‘I am’ and ‘you are’ refer to the individual and ‘we are’ refers to the community.
Does it mean that the individual is more important than the community or that the community is more important than the individual? Or are they interdependent and therefore in balance?
Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994). Students work together to learn and are responsible for their teammates' learning as well as their own.
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What is Co-operative learning?
ELEMENTS OF CL• According to David Johnson and Roger
Johnson (1999), there are five basic elements that allow successful small-group learning.
1. Positive interdependence
2. Individual and group accountability
3. Group processing
4. Group behaviors-social skills
5. Face-to-face [email protected]
WHY ONE SHOULD USE CL IN INDIAN CLASSROOMS?
• It is observed that during evaluation the children do well with direct rather than application based questions
• Many a times when a student is absent, the next day other students do not offer help.
• There is a need to encourage students not to think only of their own learning but of their class mates as well.
WHY ONE SHOULD USE CL IN INDIAN CLASSROOMS ?
• When group projects are given only a couple of students dominate the interaction while the rest don’t get enough opportunities to contribute
• Social skill development is not greatly encouraged by the expository methods
• Need to create deeper understanding of the topic in a congenial social environment
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“Whenever problem solving is desired, whenever divergent thinking or creativity is desired, whenever quality of performance is expected, whenever the task is complex, when the learning goals are highly important, and when the social development of learners is one of the major instructional goals...
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When an instructor wishes to promote positive interaction among learners, a facilitative learning climate, a wide range of cognitive and affective outcomes, and positive relations between themselves and the learners…”From Learning Together and Alone, David W. Johnson, Roger T. Johnson
Cooperative Learning Groups Traditional L earning Groups
1. Heterogenous membership 1. Homogenous membership
2. No appointed leader, leadership is shared 2. A leader is appointed in each group
3. Shared task - interdependence 3. Task may not be a shared one -no interdependence
4. Each member is accountable for the group' performance
4. Individual members not accountable to group's performance -> free-riders
5. Members held responsible for each other's learning
5. Each person is responsible only for himself
6. Members are taught to use social skills 6. Social skills are assumed or ignored
7. Group processing is conducted 7. No group processing
(Adapted from Johnson, Johnson & Holubec (199 l), unit 1: 14)
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HOW IS COOPERATIVE LEARNING DIFFERENT FROM REGULAR GROUPWORK?
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Cooperative Learning Group Traditional Learning Group
1. No appointed leader, leadership is shared
1. Members are held responsible for each other's and their own learning.
2. Each person is responsible only for himself
2. Task may not be a shared one -no interdependence
3. Each member is accountable for the group' performance
3. Individual members not accountable to group's performance -> free-riders
4. No group processing 4. A leader is appointed in each group
5. Members are taught to use social skills
5. Social skills are assumed or ignored
6. Shared task - interdependence 6. Group processing is conducted.
HOW IS COOPERATIVE LEARNING DIFFERENT FROM REGULAR GROUPWORK?
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Cooperation: Competition: Individualistic:
1 A.Learners work by themselves to accomplish learning goals unrelated to those of other learners
1 BInstructors structure lessons so that learners compete with each other to achieve a goal only a few can attain.
1 CLessons are structured so that learners work together to maximize their own and each other’s learning. Learners work together to achieve shared goals.
2 ALearners work alone.
2 BLearners work alone.
2 CAll members of the group strive for all group members’ success.
3 AWork in small groups. Groups are heterogeneous.
3 BStrive for their own success.What benefits self does not affect others.
3 CThey strive to be better than the rest of the group. What benefits self, deprives others.
4 AJoint success is celebrated
4 BOwn success and others’ failure is celebrated. Rewards are limited.
4 COwn success is celebrated.
Adapted from Active Learning: Cooperation in the College Classroom (1991), Johnson, Johnson, and Smith
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COMPETITIVELY STRUCTURED CLASSROOM: I Swim, You Sink; I Sink, You Swim
INDIVIDUALISTICALLY STRUCTURED CLASSROOMSI swim and I am alone
COOPERATIVE LEARNING CLASSROOM: “I SWIM WE SWIM AND WHEN WE SWIM I SWIM”
Transforming their role from a 'Knowledge Receiver' to ''Motivated Learner and Sharer.' Dream of being ''Knowledge Creator' is not far
TYPES OF CLASSROOM AND STUDENTS ROLE IN IT
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Cooperation: We Sink or Swim Together
Competition: I Swim, You Sink; I Sink, You Swim
Individualistic: We are Each in this Alone
Lessons are structured so that learners work together to maximize their own and each other’s learning. Learners work together to achieve shared goals.
Instructors structure lessons so that learners compete with each other to achieve a goal only a few can attain.
Learners work by themselves to accomplish learning goals unrelated to those of other learners.
All members of the group strive for all group members’ success.
Learners work alone. Learners work alone.
Work in small groups. Groups are heterogeneous.
They strive to be better than the rest of the group. What benefits self, deprives others.
Strive for their own success.What benefits self does not affect others.
Joint success is celebrated Own success and others’ failure is celebrated. Rewards are limited.
Own success is celebrated.
Evaluated by matching performance with clear criteria, set in advance.
Graded on a curve or ranked from “best” to “worst”.
Evaluated by comparing performance to pre-set criteria.
Adapted from Active Learning: Cooperation in the College Classroom (1991), Johnson, Johnson, and Smith
• ELEMENTS OF COOPERATIVE LEARNING (CL)?• According to David Johnson and Roger Johnson (1999), there
are five basic elements that allow successful small-group learning.
1. Positive interdependence
2. Face-to-face interaction,
3. Individual and group accountability,
4. Group behaviors
5. Group processing.
ORIENTATION TO STUDENTS FOR CL
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USING ROLE CARDSBefore roles are assigned, teachers should explain and model the task and the individual roles for students so that they know and understand how his/her individual task and role will contribute to the success of the group. Roles should be rotated on a regular basis so that all
students become proficient in each [email protected]
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USING ROLE CARDSFACILITATOR : Ensures that everyone contributes and keeps the group on task REPORTER: Speaks for the group not just a personal view.
TIME KEEPER: Keeps track of time.
RECORDER: Makes notes of important thoughts expressed in the group.
MATERIAL MANAGER: Manages material of the group during group work.
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USING ROLE CARDSCHECKER: Checks written work and accuracy + clarity of thinking during group disucssion.
ENCOURAGER: Encourages shay and introvert team mates to contribute
QUIET CAPTAIN: Makes sue that the team members speak in soft tone.
PRAISER: Encourages team mates with phrases like “Good idea”, “Well said”, “Nice thought” and at times using non verbal cues like thumbs up, pat on the back.
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USING ROLE CARDSBefore roles are assigned, teachers should explain and model the task and the individual roles for students so that they know and understand how his/her individual task and role will contribute to the success of the group. Roles should be rotated on a regular basis so that
all students become proficient in each task.
WHAT MANAGEMENT TECHNIQUES CAN BE USED?
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Reaching to a consensus
Listening
Encouraging words
Taking turns
Following directions
WHAT MANAGEMENT TECHNIQUES USED?
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The quiet signal
12-inch voices:
Talking chips:
T T T rule:Team-then-Teacher rule
SOCIAL SKILLSSocial skills are the skills that are used in order to get along with others. Many individuals easily understand and implement Children and teens who find social interactions challenging may need to practice and develop their skill sets in a more conscious and concrete style.
It is important for an educator to use an social skills tool to asses the development of social skills in a cooperative classroom
EVALUATION OF THE TASKSStudents are evaluated their working as a group for each task in1 2 3 4 5
Not well -------------------------------------------------------------------very well
FOR EACH TASK EVALUATION SHEETS ARE DESIGNED:SELF EVALUATION OF GROUP WORK DONE COLLECTIVELY BY GROUP MEMBERS BY COMING TO AN CONSENSUS AFTER
EVALUATION SHEETS BY TEACHER/RESEARCHER OF EFFECTIVE FUNCTIONING OF THE GROUP IN ACHIEVING ACADEMICS AND SOCIAL GOALS.ACTION RESEARCH BY GEETIKA SALUJA 25
PLACMENT AND ROUND ROBIN
• The think, pair, share strategy increases the kinds of personal communications that are necessary for students to internally process, organize, and retain ideas (Pimm 1987).
• In sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely solely on the teacher's authority (Cobb et al. 1991)
•Conduct a Round Robin so that each participant can share their views.•The circle in the middle of the paper is to note down (by the nominated scribe) the common points made by each participant.• Each group then reports the common points to the whole group.•All members contribute equally.
THINK PAIR SHARE
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This strategy builds both individual accountability and positive interdependence
JIGSAW
NUMBER HEADS TOGETHER
TEAM CHECK
As one group works on a task, They make summary of their learning and then they give to other team to check their work for accuracy.
Here this was used to self evaluate the given task on basis of attainment of academic goals and Social goals while functioning as one cohesive unit.
PMI (Plus, Minus, Intriguing)
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NUMBER FRENZYDivide students in groups of four. Label each student in a group as number 1, 2, 3, or 4. Ask the groups a common question.The group then works togetherto come up the correct answer. Now you call out a number (between 1 and 4), and the person in a group that is assigned that number is to give you the answer to the question.
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The One Minute Game. Divide the class into teams of five or less. Have each group contemplate answers to these questions, giving them one minute to answer them:•What was the main thing you learned today?•Tell me two questions that you have remaining about this lesson.•What else would you like to know about this topic?This is a great cooperative learning activity
that helps students give you feedback about
the lessons they learned
MY REFLECTIONS FOR CL CLASSROOMS
Bridge : Bridge the gap between a student and teacher by fostering trust not through being lenient but through cultivating mutual respect.
Notice: The efforts and inputs made by students and/or their peer for developing required cooperative skills.
Connect: Connect the efforts with the objective even when it seems to be a subconscious act.
Non judgmental appreciation: Natural appreciation with a smile helps to bridge many miles in the journey of guided self development.
Care: Add care and sensitivity in appreciation. Love students for what they are. Respect individuality of each child as each of them is unique in their own ways.
Create conditions: For all types of learners to access and process new information and ideas.
Reflection: Individual and group self check at the beginning, during and at the end of the task helps the group to govern and coordinate their group dynamics.
Confident Individual: A confident educator leads to building a confident individual and a confident classroomA small effort made by students for betterment if noticed and appreciated at the right time will help in building confident individuals.
CL classroom gives students opportunities to interact and develop their social skills. Students with no siblings or in nuclear familyusually don’t get this environment of interaction at home. As all students are encouraged to participate and equal opportunities are given to all Introverts gain confidence in sharing while building on their social skills.