2. Cooperative learning is group learning
activity organized so that learning is
dependent on the socially structured
exchange of information between
learners in groups and in which each
learner is held accountable for his or
her own learning and is motivated to
increase the learning of others. (Olsen
and Kagan 1992:8)
3. Raise of achievements of all students
Positive relationships among students
Experience on healthy social, psychological, and
cognitive development
Replace competition for cooperation
Replace teacher-fronted lessons for student-centered
Interactive pair and group activities
Development of learning and communication
strategies
Reduce learner stress and create a positive affective
classroom climate
4. Interactive and cooperative nature of language
Communication as a primary purpose of
language
Most speech is organized as conversation
Communication takes place upon certain
agreed-upon set of cooperative rules
We learn these social rules in conversational
interaction
5. Role of social interaction in learning (Piaget and Vygotsky)
Development of critical thinking skills
Learning must emphasize on cooperation, not on
competition
Increase and variety of second language practice
Cognitive development and increased language skills
Integration of language with content-based areas
Greater variety of materials to stimulate language and
concept learning
Mastering of professional skills that emphasize on
communication
Students act as resources of each other – a more active role
6. Johnson Olsen & Kagan Coelho 1992
1992
Cooperative Key Elements Cooperative Olsen &
Learning Learning Tasks Kagan: Three-
Groups step interview,
Round table,
Formal Positive Team
Think-pair-
Informal Interdependence practice from
Group share, Solve-
Cooperative common input
Formation pair-share,
Base Groups Jig saw
Individual Numbered
Cooperative
Accountability heads.
projects
Social Skills
Structuring
and structures
7. Work collaboratively on tasks with other group
members.
Must learn teamwork skills.
Be directors of their learning (plan, monitor, and
evaluate their own learning)
Learning requires student’s direct and active
involvement and participation.
Alternate roles involve partners in the role of
tutors, checkers, recorders, and information
sharers. “Pair tasks”
8. 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.
Be a facilitator of learning.
9. Move around the class and helping
students and groups as needs arise:
During this time the teacher interacts, teaches,
refocuses, questions, clarifies, supports,
expands, celebrates, and empathizes.
And facilitators are giving feedback,
redirecting the group with questions,
encouraging the group to solve its own
problems, extending activity, encouraging
thinking, managing conflict, observing
students, and supplying resources.
10. Teacher speaks less than in teacher
fronted class.
Provide broad questions to challenge
thinking.
Prepare students for the task they will
carry out.
Assist students with the learning
tasks.
Give few commands, imposing less
disciplinary control.
11. Create opportunities for students to work
cooperatively.
E.g. If students are working in groups..
1. Each student might have a set of materials.
2. Groups might have different sets of materials.
3. Or, each member might need a copy of a text.
• Materials can be specially designed for
CLL learning, modified from existing
materials, or borrowed from other
disciplines.
12. 1. Teacher assigns work to Ss
2. Ss cooperative work
3. Looking for materials
4. Team work, get a starting point
5. Individual work
6. Looking for mistakes
7. Ss revise compositions
8. Re read. Error - free
