What is CLL?

• The use of small group learnings that get students to work together to
make best use of each other’s learning (Johnson & Johnson, 1994).
• Principles and techniques that is used to get students to work
together more efficiently. (Jacobs, Powers & Loh, 2002).
History
• Pre World War II
Social theorist Allport, Shaw, Mead, and Watson established cooperative
learning theory after they realised that group work was more efficient and
effective as compared to individual work.

• In 1937,
Researchers May and Doob found out that people working in groups
achieves goals and attain outcomes better than individual working alone.

• In 1975,
Johnson and Johnson characterized CLL with five common elements.
The 5 Elements of CLL
 Second Language Acquisition (SLA) Theories
• The Input Hypothesis - acquisition takes place
through comprehensible input
• The Interaction Hypothesis - social interaction helps
in expanding the number of comprehensible input
that students will get.
• The Output Hypothesis Theory – language learning
involves, productive skills (speaking and writing)
Types of Cooperative Learning
• informal learning groups
• formal groups
• Cooperative Base Groups
Teacher’s and student’s role
Teacher is
• responsible to set up the lesson for example, specifying
the academic objectives and collaborative skills,
arranging the classroom, determining the group size,
assigning students to group,
• responsible to promote cooperation (going around the
class to check on student’s work, monitor student’s
behaviour while working in groups)
• provide feedback
Students
• play an active role in learning. They have the autonomy to
discuss among their group members, research on
informations and solve problems
CLL
Strategy
ACTIVITY 1 -- JIGSAW
• Divide students into 4- or 5-person jigsaw groups.
• Give students time to read over their materials and become familiar
with it.
• Assign numbers to the students in the jigsaw group.
• Ask the students to move to the new group
• Give students time to discuss and exchange their ideas.
• Bring the students back into their jigsaw groups.
ACTIVITY 2 –Praise- Question- Polish
• Students have to identify the part of presentation they like (Praise)
• Students ask questions on the part the part that they are unclear
(Question)
• Student provide feedbacks and suggestions to their peers in
improving their work (Praise)
Microteaching
Level: CEFR B2
Duration: 90 minutes
Learning Objectives: Students will be able to justify their thoughts and
ideas.
Students will be able to describe their itinerary to
their peers through Power Point slides.
Students will be able to evaluate and provide
feedbacks to their peers.
Students will be able to organize their ideas
accordingly.
ITINERARY
Itinerary Layout

Date Time Details Description

Entrance Fees:
Opening Hour:
Notes:

Entrance Fees:
Opening Hour:
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Entrance Fees:
Opening Hour:
Notes: