Cooperative Language Learning

Also Collaborative Learning.

Learning depends on the socially

structured exchange of information
between learners.

Developed and promoted by the

educator John Dewey in United States
in 1960s and 1970s.

If we teach todays students as we taught

yesterdays, we rob them of tomorrow.

GOALS
Build positive relationships.
Give experiences for social, psychological and cognitive development.
Replace competition for cooperation.
Promote communicative interaction in the classroom.
Learner-centered aproach.
Develop learning and communication strategies.
Reduce learner stress and create a positive classroom climate.

Theory of Language

-The interactive /cooperative nature of

language.
-Communication is the primary purpose of
language.
-Most speech is organized as conversation.
-Conversation operates according to a set
of cooperative rules.
-This rules are learned in conversational
interaction.

Theory of Learning

Central role of social interaction in learning (Piaget & Vygotsky).

Development of communicative competence.

Development of critical thinking skills.

Use the language in different types of interaction.

Students assume a more active role in their learning.

Emphasis on cooperation:

Students work together to accomplish an

academic goal maximizing their own and
each others learning.

Design

OBJECTIVES

THE SILLABUS

TYPES OF LEARNING AND TEACHING ACTIVITIES

1.

Formal cooperative learning groups.

2.

Informal cooperative learning groups.

3.

Cooperative base groups.

KEY ELEMENTS OF SUCCESSFUL GROUP IN CL

-Positive interdependence.
-Group formation.
-Individual accountability.
-Social skills.
-Structuring and structures.

KINDS OF COOPERATIVE LEARNING

1)

Team practice from common input skills development mastery of

facts.

2)

Jigsaw: diferentiated but predetermined imput-evaluation and

syn Husis of facts and opinions.

3)

Cooperative projects.

CLL ACTIVITIES BY OLSEN AND KAGAN

Three step interview.
Round table.
Think pair- share.
Solve pair-share.
Numbered heads.

LEARNER ROLE

The primary role is to be a member of a group who must work

collaboratively on tasks with other group members.

Learners can assume roles as:

Directors
Monitors
Tutors
Checkers
Recorders
Information shares

Tasks are performed

in pair grouping.

TEACHER ROLE

The role of the teacher in CLL is to create a highly structured and

well organized learning environment in the classroom, setting
goals, planning and structuring tasks.
Facilitator of learning.

Important roles for the teacher

Supporting behaviors which are utilized in

feedback,
redirecting the group with questions.
Providing broad functions to challenge
thinking.
Preparing students for the tasks they will
carry out.
Assisting students with the learning tasks.

Steps which involve teacher roles

1. Take your existing lessons, curriculum, and sources and

structures them cooperatively.

2. Tailor cooperative learning lessons to your unique

instructional needs, circumstances , curricula, subject areas,
and students.

3. Diagnose the problems some students may have in working

together and intervene to increase learning groups
effectiveness.

The role of instructional materials

MATERIALS:

Are important in creating opportunities for students to work

cooperatively.

Can be used as are used in other types of lessons but variations

are required in how the materials are used.

May be specially designed for CLL learning, modified from

existing materials, or borrowed from other disciplines.

PROCEDURE
A cooperative writing and editing pair arrangement is one of the examples
that can be used in collaborative learning lesson when students are
required to write an essay,report,poem, story or rewiew something that
they have read.

Students work in pair or in group and each member verify each members
composition.

They make corrections in each others composition on different aspects

of writing.

They also give each other suggestions for revision.

The students then reread each others composition, revise and sign their
names to indicate that each composition is error-free.

Then they receive an individual or a group score based on the quality or

on the number of errors made in their compositions.

During this process, the teacher monitors the

pairs, intervening when appropriate to help
students the needed writing and coperative skills.

CONCLUSIONS

In Cooperative Learning, group activities are

the major mode of learning and are part of a
comprehensive theory and system for the
use of group work in teaching. Group
activities are carefully planned to maximize
students interaction, for example the use of
discussion groups, group work , specially in
teaching languages that facilitate students
contributions to each others learning and
to increase the amount of estudent
participation in lesson. CLL activities can
also be used in collaboration with other
teaching methods and approaches.