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Cooperative Learning Theory

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86 ). In fact, many factors help students ' interest and level of engagement in learning.
The history of teaching, however, has been experienced different methods and models with their own principles in teaching and learning materials. The one, which has been attracted lots of attention and become popular among language teachers and learners, is Cooperative learning (CL). Killen (2007) defines it as an instructional design that stimulates peer interaction and learners cooperation in the process of successful learning. CL is defined as, “the instructional use of small groups so that students work together to maximize their own and each other’s learning” (Johnson, Johnson, and Holubec, 1998).
People have always been interested in doing even the simple actions in-group where their inner interest can be flourished by cooperation and teamwork. The application of cooperative learning to classroom teaching finds its origin in the 1970s when cooperative learning models began to be designed and studied (Kessler, …show more content…

Recent years have witnessed a growing interest in investigating and introducing Cooperative Learning (CL) approaches into teaching in order to help students and increase their motivation. Kagan (1996) argues that in the traditional teacher-centered classroom, teachers control the class, and are regarded as the single authority, which limits the students’ chances to attend in real communication in classroom.
The key elements required to achieve a successful CL program are positive interdependence, individual accountability, cooperative skills, and heterogeneous grouping (Johnson and Johnson, 1985). According to Kagan (1995) through the good utilization of CL, positive learning attitude, improvement in thinking skills, successful learning can be …show more content…

Mohammadi and Salimzadeh (2009) investigated the effects of cooperative learning strategy training on reading comprehension and motivation of 72 Iranian intermediate EFL learners and found statistically significant differences between control and experimental groups.
In addition, many researches have reinforced the effectiveness of cooperative learning in EFL classes. In Nakahashi’s study (2007), he used structured cooperative learning activities in order to reduce language anxiety of freshmen students in Akita University. The results show that after learning cooperatively, the students’ learning anxiety reduced and their language proficiency

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One strategy that reinforces learning through collaboration is team teaching. In the classroom both teachers are positioned at the front of the classroom with different responsibilities. For example, one teacher may write notes, while the other delivers large group instruction. Through team teaching, both educators can bounce ideas off one another or show students two different methods of solving a problem. This strategy is most effective in a coteaching partnership emphasizing give and take.

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Two of the learning activities will have the support of a teacher to facilitate. And one station will be a collaborative group

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Wise County School Board Administration, It has come to the attention of the students that you are considering taking away electives in school. I, as well as the rest of the student body, believe it would be an awful mistake to get rid of electives offered in our school. Electives are a large part of school life today, and can benefit us later on in our careers. In many circumstances, by offering classes such as art, band, and auto mechanics, it allows students to express themselves in doing something they enjoy and are good at. There are jobs for nearly every talent that a person can possess.

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There are five different types of learning theories, behaviorism, cognitivism, humanism, social learning, or constructivism. All of them propose various ways through which learning is realized. However, there is no single set of learning theory, which if followed to the latter can grant a tutor a perfect outcome in the classroom. For many years, the study of learning has resulted in heated debates. It has been at the center of educational psychology.

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There are four general theoretical perspectives (Slavin, 1995) that have guided research on co-operative learning, namely, (a) motivational, (b) social cohesion, (c) cognitive-developmental and (d) cognitive-elaboration. 1. Motivational Perspective : Motivational perspectives on co-operative learning focus primarily on the reward or goal structures under which students operate (Slavin, 1977, 1983a, 1995). The motivational perspective presumes that task motivation is the single most powerful part of the learning process, proclaiming that the other processes such as planning and helping are determined by individuals’ motivated self-interest. Motivational researchers focus especially on the reward or goal structure under which students operate,

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Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.

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My Classroom Environment Ideally, my classroom would be a strong community of interactive learners. I would like to use cooperative learning to engage students at various academic levels. This would also give me the opportunity to employ direct teaching for those students that need it while others work in groups. Groups also allows me to use peer tutoring and help build an inclusive classroom by integrating groups (Hallahan et al., 2012).

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Cooperative learning model is an active process where students work in small teams/groups, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Students have opportunities to actively participate in their learning, question and challenge each other, share and discuss their ideas, and adopt their learning. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. In this model, it is essential to create a positive climate where interpersonal skills can be promoted so that positive emotions will be fostered among learners. Cooperative learning also helps the learners to feel empowered and respected to prepare them to face real

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Module 27: Online learning 27.0 Learning outcomes 27.1 Introduction 27.2 Online learning: Concept 27.3 Advantages of online learning 27.4 Synchronous online learning 27.5 Resources of synchronous online learning 27.6 Importance of synchronous online learning 27.7 Asynchronous online learning 27.8 Resources of asynchronous online learning 27.9 Importance of asynchronous online learning 27.10 Let us sum up 27.0 LEARNING OUTCOMES After going through this module you will be able to: • Explain the concept of online learning • Explain the concept of synchronous and asynchronous online learning • Distinguish between synchronous and asynchronous online learning • Explain the advantages and limitations of synchronous and asynchronous online

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Through this activity, the teachers assure that the learners are able to participate fully in the curriculum. As the supports given by the teacher the learners allow them to transfer their skills and knowledge to

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My experience with co-teaching has been beneficial for my class especially for the ELLs and the monolingual students. When my mentor is teaching, my lowest students sit in a different table with me. Differentiation has helped them because they get additional help, clarification of any misconceptions, restating of key vocabulary or key points and also they get to use manipulatives that might help them understand a concept better. This differentiation has helped as they are testing higher in math and two ELL students are now reading at grade level. Co-teaching allows both teachers to work together and it allows for many instructional strategies.

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Each of these students benefit from one-on-one interaction. By allowing them to work in partners, they were able to thrive during whole group instruction and come away from the lesson having learned about the skill that was being

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[47] argue that students report increased team skills as a result of cooperative learning. This is as Panitz [48] cites a number of benefits of cooperative learning for developing the interpersonal skills required for effective teamwork. As observed, there is broad empirical support for the central premise of cooperative learning, that cooperation is more effective than competition for promoting a range of positive learning outcomes. These results include enhanced academic achievement and a number of attitudinal outcomes. In addition, cooperative learning provides a natural environment in which to enhance interpersonal skills and there are rational arguments and evidence to show the effectiveness of cooperation in this

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The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.

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It is one of the most effective forms of learning. Working in isolation is very restrictive and gives a slow progress. Critical thinking is also encouraged when learners work in groups. Through collaborative activities such as writing, debates, group projects and more they learn to work together and to respect each other contribution. The traditional relationship between student and teacher is changed with collaborative learning.

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