Катюха
Л.О.
Хмельницький національний університет
Features
of True Cooperative Learning Classroom
"Form yourselves into groups of five or six and discuss the next
example in the text. I'll give you 15 or 20 minutes. Then we'll hear from all
the groups. Any questions? Okay, go ahead."
Teachers use small groups frequently-to generate ideas for classroom
discussion, for a change of pace from the lecture, or
to encourage students to speak out in class. This occasional use of small
groups, however, differs from cooperative learning in a number of significant
ways. In a cooperative learning classroom, the teacher would pose a clearer
task for students to perform and give specific instructions about how to do it:
"Look at the next example in the book and think about the
advantages and disadvantages of living in a temperate climatic zone. Think
about its affect upon the economy. Write down your ideas and then compare them
with one of the other students in your usual group of four. Make sure you
justify the reasons for your answers, especially if there is any disagreement
with your partner. Once you are satisfied that you understand your partner's
choices-you don't have to agree with them-I'll ask you to share your answers
with the rest of the class so that we can come up with the main advantages and
disadvantages of the proposed solutions."
This structure, Think-Pair-Share exemplifies clearly how cooperative
learning differs from the occasional use of group work in classrooms.
Cooperative learning is a strategy which involves students in
established, sustained learning groups or teams. The group work is an integral
part of, not an adjunct to, the achievement of the learning goals of the class.
Cooperative learning fosters individual accountability in a context of group
interdependence in which students discover information and teach that material
to their group and, perhaps, to the class as a whole. The teacher's role
changes – instead of being the central figure of the instruction he becomes an
observer and guide on the side. Although they learn in groups, the students are
evaluated individually on the learning they have achieved.
Cooperative Learning is Structured and Focused
to make sure that learning is taking place. The teacher chooses the groups to
reflect a diversity of viewpoints, abilities, gender, race, and other
characteristics. Letting the students choose their own groups can result in a
homogeneity which reduces the acquisition of social skills and increases the
possibility of a lack of focus on the learning task.
The groups contain fewer than six students-most likely four. Four is a
good number; more than that, and individuals may not have equal opportunity to
contribute. Four students can work in pairs (each student having 3 potential
partners) or together. The group is large enough to contain a diversity of
perspectives, yet small enough to facilitate useful interaction.
Cooperative Learning Creates a Classroom Community which involves
students in a kind of interdependence whereby all are working towards a common
goal, often with group members responsible for different aspects of the content
and teaching it to other members of the group. The group's work is not complete
until all its members have mastered the content. Furthermore, individual
learning is reinforced as a result of explaining the content to others. Once
established, the groups can stay together for the entire semester or can be
reformed to concentrate or disseminate their acquired knowledge at various
stages throughout the semester.
Cooperative Learning is a Sustained Approach which lasts longer than a
15 - 20 minute small-group discussion. An entire course or module may be taught
using the cooperative learning method. Because they are in the same group for a
longer period of time, students experience greater continuity than in
occasional small-group situations. The cooperative method enables the groups to
identify areas which they need to study further. Groups can recognize
connections between what they have learned and what they are discovering,
thereby integrating their knowledge. Students seek information actively; they
are no longer only passive recipients of information.
Cooperative Learning Requires and Enhances Students' Communication
Skills. The success of the group depends upon the interaction of its members. Before
cooperative learning begins, students will learn some of the skills required
for successful group interaction: paraphrasing other's words to ensure and
verify comprehension; giving and receiving feedback; allowing everyone to
contribute ideas; and refraining from taking over the group or allowing another
to do so. Regular questionnaires can be useful in gauging the success and
maintaining the integrity of the group process.
The two important characteristics of Cooperative Learning are as
follows:
1) Cooperative learning balances interdependence with individual accountability.
Instructions to the students are specific: each group and each student within
that group has a task to perform. In other words, each student must demonstrate
his or her mastery of the subject and receive an individual grade. Group
grades, which may result in some students coasting to a higher mark on the
effort of others, do not emphasize individual accountability and are not
recommended.
2) Cooperative learning responds to classroom diversity and has a
positive impact on students whose voices may otherwise go unheard in the
classroom. These students include women and those who for other reasons may be
shy to speak in front of the entire class. Those whose learning style
preference is cooperative and collaborative rather than competitive are also
served well by this classroom technique. Competition may still exist; however,
it is among groups rather than individuals.
Cooperative learning if used properly will bring about the following
benefits:
1) Improved Attendance: Because of their commitment to others in their
group, students in cooperative classrooms tend to have better attendance.
2) Higher Grades: Because of their active participation in class,
students' self-esteem and understanding of the material are increased. They earn higher grades.
3) Increased Participation: Because they are contributing
to the group and participating in class, students become more active learners.
Література:
1.
James L. Cooper, Pamela Robinson,
Molly McKinney Cooperative Learning in the Classroom
2.
Johnson, D.W., Johnson, R.T & Holubec, F.J. (1993) Cooperation in the Classroom,