COOPERATIVE LEARNING
1.
MEANING
Cooperative
learning is an educational approach which aims to organize
classroom activities into academic and social learning experiences. There is
much more to Cooperative Learning than merely arranging students into groups,
and it has been described as "structuring positive interdependence. Students must work in groups to complete
tasks collectively toward academic goals. Unlike individual learning, which can
be competitive in nature, students learning cooperatively can capitalize on one
another’s resources and skills (asking one another for information, evaluating
one another’s ideas, monitoring one another’s work, etc.).
2.
TYPES
a)
Formal
cooperative learning
is structured, facilitated, and monitored by the educator over time and is used
to achieve group goals in task work (e.g. completing a unit). Any course
material or assignment can be adapted to this type of learning, and groups can
vary from 2-6 people with discussions lasting from a few minutes up to an
entire period. Types of formal cooperative learning strategies include:
2.
Assignments that involve group problem solving and
decision making
3.
Laboratory or experiment assignments
4.
Peer review work (e.g. editing
writing assignments).
b)
Informal
cooperative learning
is incorporates group learning with passive teaching by drawing attention to
material through small groups throughout the lesson or by discussion at the end
of a lesson, and typically involves groups of two.
Discussions
typically have four components that include formulating a response to questions
asked by the educator, sharing responses to the questions asked with a partner,
listening to a partner’s responses to the same question, and creating a new
well-developed answer. This type of learning enables the student to process,
consolidate, and retain more information
c)
Base group learning is effective
for learning complex subject matter over the course or semester and establishes
caring, supportive peer relationships, which in turn motivates and strengthens
the student’s commitment to the group’s education while increasing self-esteem
and self-worth.
3.
ELEMENTS
Brown
& Ciuffetelli Parker (2009) and Siltala (2010) discuss the 5 basic and essential elements to
cooperative learning:
- Positive interdependence
- Students must fully participate and put forth effort
within their group
- Each group member has a task/role/responsibility
therefore must believe that they are responsible for their learning and
that of their group
- Face-to-face promote interaction
- Members promote each other's success
- Students explain to one another what they have or are
learning and assist one another with understanding and completion of
assignments
- Individual and group accountability
- Each student must demonstrate mastery of the content
being studied
- Each student is accountable for their learning and
work, therefore eliminating “social
loafing”
- Social skills
- Social skills that must be taught in order for
successful cooperative learning to occur
- Skills include effective communication, interpersonal
and group skills
- Leadership
- Decision-making
- Trust-building
- Friendship- development
- Communication
- Conflict-management skills
- Group processing
- Every so often groups must assess their effectiveness
and decide how it can be improved
4. TECHNIQUES
There are a great number of cooperative learning techniques available, such as :
There are a great number of cooperative learning techniques available, such as :
a) Jigsaw
Students
are members of two groups: home group and expert group. In the heterogeneous
home group, students are each assigned a different topic. Once a topic has been
identified, students leave the home group and group with the other students
with their assigned topic. In the new group, students learn the material
together before returning to their home group. Once back in their home group,
each student is accountable for teaching his or her assigned topic.
b) STAD
(student-teams-achievement divisions)
Students
are placed in small groups (or teams). The class in its entirety is presented with a lesson
and the students are subsequently tested. Individuals are graded on the team's
performance. Although the tests are taken individually, students are encouraged
to work together to improve the overall performance of the group.
A. The
Nature of Cooperative Learning
1.
Learning with team
Cooperative
learning is done in team learning. Team is the place to achieve the goals.
Therefore, the team should be able to make every students learn. Each member of
the team must help each other to achieve the objectives learning.
2. Based
on cooperative management
Cooperative
management have three functions, such as: management function as planning
implementation, management function as an organization, and management function
as control.
3. The
desire to cooperate
The
success is determined by the success of cooperative learning in groups,
therefore the principle of togetherness or cooperation should be emphasized in
cooperative learning. If running is not good cooperation, the cooperative will
not run optimally.
4. The
skill of team work ‘cooperate’
The
skill can be practice by do learning process in group. Thus students should be
encouraged to be willing and interact and also communicate with other member in
order to achieve the learning objectives that have been set.
B. Procedures
of Cooperative Learning
1.
Pre-Instructional Planning
Plan
out how groups will be formed and structure how the members in every group will
interact with each other.
2. Introduce the Activity to the
Students
Explain
the academic task to the students and what is the criteria are for success. Set
up limits and allow for clarifying questions.
3. Monitor and Intervene
This
is where you let the groups run while you circulate through the room to collect
observation data, see whether the students understand the assignment, give
immediate feedback and praise for working together. If a group have problem,
you can intervene to help them get on the right track.
4. Assessment
Some
informal assessment is already done while you are monitoring the groups during
the exercise. However, once the group finishes their project, work should be
assessed.
5. Process
Group
processing involves asking the group to rate their own performance and set
goals for themselves to improve their cooperative work.
C. Advantages
of Cooperative Learning
There are several advantages of
cooperative learning, such as :
1. Sharing
a Common Goal
Students who work together as a team
share a common goal. The success of the project depends on combining their
efforts. The ability to work as a team towards a common goal is one of the main
qualities that business leaders are looking for today in new hires. Cooperative
learning activities help students practice working in teams. As Bill Gates
says, "Teams should be able to act with the same unity of purpose and
focus as a well-motivated individual." Sharing a common goal allows
students to learn to trust each other as they achieve more than would be
possible on their own.
2. Leadership
Skills
In
order for a group to truly succeed, individuals within the group need to show leadership
abilities. Skills such as dividing out the tasks involved, providing
support, and ensuring that individuals are meeting their goals are all
leadership skills that can be taught and practiced through cooperative
learning. Typically, leaders will show themselves fairly quickly when you set
up a new group. However, you can also assign leadership roles within a group to
help all individuals to practice leading the team.
3. Higher
ability students are in a position to be experts, leaders, models and teachers;
lower ability students get the benefits of having higher ability students in
their group.
4.
Questions
are more likely to be asked and answered in a group setting.
D.
Disadvantages
of Cooperative Learning
1. One
study showed that in groups of mixed ability, low-achieving students become
passive and do not focus on the task.
2. Depending
on an individual’s motivation and interest on a particular subject that will
determine how well they would learn.
3. It
is difficult for the teacher to be sure that the groups are discussing the
academic content rather than something else.
4. Lower
ability students may feel perpetually in need of help rather than experiencing
the role of leader or expert relative to the others in their group.
REFERENCES
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