Cooperative Learning in ELT

1. Cooperative LearningCooperative Learning
Approaches and Methods in ELTApproaches and Methods in ELT

2. What it cooperative learning ?
Cooperative learning involves students
learning from each other in groups.
But it is not the group configuration
that makes cooperative learning
distinctive.
The important thing is the way that
students and teachers work together.

3. In Cooperative learning, students
must work in groups to complete
tasks collectively.
Unlike individual learning, which can
be competitive in nature, students
learning cooperatively.

4. Teachers Role
Initially, the teacher carefully designs
meaningful tasks that require active
participation of each student in the group
toward a common end. At the beginning of
a cooperative lesson the teacher's role can
be defined as a "task setter." As groups
work on tasks, the teacher acts as a
facilitator/coach moving from group to
group to monitor the learning process. The
teacher also provides students with on-
going feedback and assessment of the
group's progress.

5. Students Role
• Organizer—provides the group with the overall process structure
• Recorder—writes down important information (e.g., directions or
group work)
• Checker—Makes sure that all team members understand the
concepts and the team's conclusions.
• Questioner—generates questions and involves all students
• Assessor—evaluates the progress of each work session
• Encourager—models and reinforces appropriate social skills
• Summarizer: Restates the team's conclusions or answers.
• Spokesperson—represents the group and presents group work to
rest of the class
• Timekeeper—keeps group on task and on time
• Team facilitator—Moderates discussions, keeps the team on
schedule, ensures that work is completed by all, and makes sure
that all have the opportunity to participate and learn.
• Elaborator—Relates the discussion with prior concepts and
knowledge.
• Research runner—Gets needed materials and is the liaison
between teams and between their team and the instructor.

6. BASIC ELEMENTS
• Positive interdependence: Students feel responsible for
their own and the group's effort.
• Face-to-face interaction: Students encourage and
support each another; the environment encourages
discussion and eye contact.
• Individual and group accountability: Each student is
responsible for doing their part; the group is accountable
for meeting its goal.
• Social Skills: Social skills must be taught for successful
cooperative learning to occur.
• Group processing: Group members analyze their own and
the group's success, effectiveness and decide how it can
be improved.

7. Techniques
• Think Pair Share
• Jigsaw
• Jigsaw II
• Reverse Jigsaw
• STAD
• Three-Step Interview
• Send a Problem

8. Activity Time!
• For this exercise, you will
need a few pairs of
scissors as students are
to read the story, cut it
up, put it back together
and read it again. This
exercise reinforces both
the left to right
directionality and syntax
of English. It also gives
students at this low level
the much needed
opportunity to practice
reading the story several
times. (Jigsaw activity)

9. This reading exercise is
followed by a worksheet
requiring students to make
questions by filling in the
question word,
either who, what, when or
where. Short answers are
supplied. After you’ve taken
it up, have students practice
asking and answering the
questions in pairs. You can
then have one student read
the question from the sheet
and the other answer from
memory, without looking at
the sheet. (Jigsaw activity)

10. When can you use it ?
Cooperative learning can be used in
any class at any level with any
subject area.
Cooperative learning works well
when it is a part of the culture of a
classroom, and when students are
familiar with working together and
know what is expected of them.

11. Limitations
Sharan (2010) describes the constant evolution
of cooperative learning as a threat. Because
cooperative learning is constantly changing, there
is a possibility that teachers may become
confused and lack complete understanding of the
method. The fact that cooperative learning is
such a dynamic practice means that it can not be
used effectively in many situations. Also teachers
can get into the habit of relying on cooperative
learning as a way to keep students busy. It will
consume time. Also peer review and evaluations
may not reflect true experiences due to
perceived competition among peers. Students
might feel pressure.

12. Bibliography
• http://www.slideshare.net/JuicyUniverse.com/cooperative-learning-1
• http://en.wikipedia.org/wiki/Cooperative_learning
• http://www.wcer.wisc.edu/archive/cl1/cl/question/TQ13.htm
• https://www.teachervision.com/pro-dev/cooperative-
learning/48531.html?page=3&detoured=1
• http://www.pgcps.pg.k12.md.us/~elc/learning1.html
• http://prezi.com/xiu5uedifqh4/kooperatif-ogrenme/
• http://www.slideshare.net/lightblue2010/cooperative-
learning-3563730
• http://www.esljigsaws.com/blog/christmas-reading-for-low-
beginners

13. Thank you for your attention!

14. Prepeared by;
Alev Senem ÖZAKIN
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