COOPERATIVE LEARNING and THE 4 A'S FOR K TO 3 LEARNERS.pptx

LAC

1. COOPERATIVE LEARNING AND THE 4 A’S FOR K TO 3 LEARNERS VIVIAN RABANG-BUDUAN LAC Facilitator March 22,2024

2. PRIMING ACTIVITY THE COLOR TRADER

3. SCORING 4 whites Each team loses 2,000.00 4 greens Each team wins 1,000.00 1 white and 3 greens White wins 3,000.00 green loses 1,000.00 1 green and 3 whites green wins 4,000.00 white loses 2,000.00 2 whites and 2 greens white wins 2,000.00 green loses 1,000.00

4. What is Cooperative Learning ? Cooperative Learning  an instructional method in which students work in small groups to accomplish a common learning goal with the guidance of the teacher.

5. Cooperative Learning involves structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success.

6. There are four types of cooperative learning that may be used in combination with instructional technology: formal cooperative learning, informal cooperative learning, cooperative base groups, and academic controversy.

7. ONE -Formal cooperative learning   is students working together, for one class period to several weeks , to achieve shared learning goals and complete jointly specific tasks and assignments-such as decision making or problem solving, completing a curriculum unit, writing a report, conducting a survey or experiment, or reading a chapter or reference book, learning vocabulary, or answering questions at the end of the chapter. ( Johnson, Johnson & Holubec , 1992, 1993).

8. In formal cooperative learning groups, teachers: Specify the objectives for the lesson.   In every lesson there should be an academic objective specifying the concepts and strategies to be learned and a social skills objective specifying the interpersonal or small group skill to be used and mastered during the lesson .

9. 2. Make a number of pre instructional decisions. A  teacher has to decide on the size of groups, the method of assigning students to groups, the roles students will be assigned, the materials needed to conduct the lesson, and the way the room will be arranged.

10. 3. Explain the task and the positive interdependence . A  teacher clearly defines the assignment, teaches the required concepts and strategies, specifies the positive interdependence and individual accountability, gives the criteria for success, and explains the expected social skills to be engaged in.

11. 4. Monitor students' learning and intervene within the groups to provide task assistance or to increase students' interpersonal and group skills .  A teacher systematically observes and collects data on each group as it works. When assistance is needed, the teacher intervenes to assist students in completing the task accurately and in working together effectively.

12. 5. Evaluate students' learning and help students process how well their groups functioned .  Students' learning is carefully assessed and student performances are evaluated. Members of the learning groups then process how effectively they have been working together.

13. TWO -Informal cooperative learning   consists of having students work together to achieve a joint learning goal in temporary, ad-hoc groups that last from a few minutes to one class period (Johnson, Johnson & Holubec , 1992; Johnson, Johnson & Smith, 1991). During a lecture, demonstration, or film, ad-hoc groups can be used to focus student attention on the material to be learned, set a mood conducive to learning, help set expectations as to what will be covered in a class session, ensure that students cognitively process the material being taught, and provide closure to an instructional session.

14. THREE -Cooperative base groups   are long-term, heterogeneous cooperative learning groups with stable membership (Johnson, Johnson & Holubec , 1992; Johnson, Johnson & Smith, 1991).   The purposes of the base group are to give the support, help, encouragement, and assistance each member needs to make academic progress (attend class, complete all assignments, learn) and develop cognitively and socially in healthy ways.   Base groups meet daily in elementary school and twice a week in secondary school (or whenever the class meets). They are permanent (lasting from one to several years) and provide the long-term caring peer relationships necessary to influence members consistently to work hard in school.

15. The fourth type of cooperative learning is  academic controversy,   which exists when one student's ideas, information, conclusions, theories, and opinions are incompatible with those of another, and the two seek to reach an agreement (Johnson & Johnson, 1992). Teachers structure academic controversies by choosing an important intellectual issue, assigning students to groups of four, dividing the group into two pairs, and assigning one pair the "pro" position and the other pair a "con" position.

16. Theoretical Foundations of Cooperative Learning There are at least three general theoretical perspectives that have guided research on cooperative learning: 1- cognitive developmental 2- behavioural 3- social interdependence.

17. 1- The   cognitive-developmental perspective   is largely based on the theories of Piaget and Vygotsky. The work of Piaget and related theorists is based on the premise that when individuals cooperate on the environment, socio cognitive conflict occurs that creates cognitive disequilibrium, which in turn stimulates perspective-taking ability and cognitive development. The work of Vygotsky and related theorists is based on the premise that knowledge is social, constructed from cooperative efforts to learn, understand, and solve problems.

18. 2- The   behavioral learning theory perspective   focuses on the impact of group reinforcers and rewards on learning. Skinner focused on group contingencies; Bandura focused on imitation; and Homans , as well as Thibaut and Kelley, focused on the balance of rewards and costs in social exchange among interdependent individuals.

19. 3- Social interdependence   exists when individuals share common goals, and each person's success is affected by the actions of the others (Deutsch, 1962; Johnson & Johnson, 1989). It may be differentiated from  social dependence  (i.e., the outcomes of one person are affected by the actions of a second person, but not vice versa) and  social independence  (i.e., individuals' outcomes are unaffected by each other's actions). There are two types of social interdependence: cooperative and competitive.

20. What are the key elements of Cooperative Learning?

21. A. Positive Interdependence “We can do it together!”Each group member’s input is…necessary for the group’s success unique compared to that of other members’required by teacher-created evaluation guidelines used to share materials, roles, goals, rewards or resources. Material interdependence -Provide one copy of material. Facilitates the need to share with others. Role Interdependence- Assign each member a role . Goal Interdependence- success is dependent on all members reaching a specific goal . Reward Interdependence- Assigned the same grade or reward to each group member . Resource Interdependence- providing each member only a portion of the info necessary to complete the task.

22. B.Face -to-Face Interaction “I’ll help you, and we’ll finish together!”Students …Help explain the assignment to others .Share their own knowledge to increase the group’s understanding.Discuss the topic while learning.Connect personal experiences and prior learning with task at hand.

23. C.Individual /Group Accountability “We all have to do our part!”For successful cooperative learning…Small group size ensures all members’ participation.Include solo and group assessments.Randomly -selected members share group findings.“ Quality control” officers keep groups on task. Students teach others what they have learned.

24. D.Interpersonal Skills Cooperative learning reinforces… Leadership “How can we work together to accomplish this?”Cooperative learning reinforces… *Leadership Decision-making * Trust- buildingCommunication *Conflict Management

25. E.Group Processing To ensure that the assignment succeeded… “What did we learn here?”To ensure that the assignment succeeded…Group members should continually assess their learning and assignment progress.Students should provide feedback about how helpful the tasks were.The class as a whole should determine which activities should be continued.

26. Why use Cooperative Learning?

27. Cooperative Learning improves students’ academic achievement. * promotes student learning through more active participation *motivates students to learn the material *increases student retention of material results in greater student productivity

28. Cooperative Learning increases students’ self-confidence & motivation. * provides students with an opportunity to construct their own knowledge *helps students to further develop their oral communication skills *promotes students’ self- esteem,social competence, and psychological health *enhances students’ satisfaction with their learning experience

29. Cooperative Learning increases students’ liking of school & classmates. * promotes positive interaction between members of different cultural and socio-economic groups *creates more caring, supportive and committed student relationships *provides a shared cognitive set of information between students *improves student attendance

30. Cooperative Learning prepares students for success outside of the classroom *promotes the importance of working together to reach goals *provides students with the ability to communicate, cooperate, assess, and delegate stresses the significance of students getting along with and communicating with others

31. “Students who work cooperatively on learning tasks tend to relate more positively to their peers, to view learning as more positive and to learn more information .” Source : Roger and David Johnson, University of Minnesota

32. THE 4 A’S FOR K TO 3 LEARNERS

33. The collaborative effort of the students and teachers is a must in order to make learning easier , faster, better and more meaningful to the learners and 4A’s could be one of the most useful tools towards it.

34. Based on Kolb’s Experiential Learning Theory it aims to approach the child holistically. It also acknowledges the past schemes of the student and integrating it to a new one so most likely this format will bring out what has been in stored and what is missing will be filled in eventually towards a deeper knowledge of the lesson.