A. Definition
- Cooperative Learning
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“Cooperative learning is an instructional
program in which students work in small groups to help one another master
academic content.” (Slavin, 1995)
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Cooperative learning involves students working
together in pairs or groups, and they share information .They are a team whose
players must work together in order to achieve goals successfully.” (Brown,
1994)
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“Cooperative learning is a within-class
grouping of students usually of differing levels of second language
proficiency, who learn to work together on specific tasks or projects in such a
way that all students in the group benefit from the interactive experience.”
(Kessler (1992)
b.
Collaborative Learning
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Collaborative learning is a method of teaching
and learning in which students team together to explore a significant question
or create a meaningful project. A group of students discussing a lecture or
students from different schools working together over the Internet on a shared
assignment are both examples of collaborative learning.
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"Collaborative learning is based on the
idea that learning is a naturally social act in which the participants talk
among themselves (Gerlach, 1994).
B. Similarities
In both
cases we can have the same goal: favor small-group active student participation
over passive, lecture-based teaching and each require a specific task to be
completed,
C. Differences
ž Cooperative
learning is the methodology of choice for foundational knowledge (i.e.,
traditional knowledge) while collaborative learning is connected to the social
constructionist's view that knowledge is a social construct.
ž In
cooperative learning the teacher is the center of authority in the class, with
group tasks usually more closed-ended and often having specific answers, in
collaborative learning the instructor abdicates his authority and empowers the
small groups who are often given more open-ended, complex tasks.
D. Advantages of
Cooperative and Collaborative learning:
- helps clarify ideas and concepts through discussion
- develops critical thinking
- provides opportunities for learners to share information and ideas
- develops communication skills
- provides a context where the learners can take control of their own learning in a social context
- provides validation of individuals' ideas and ways of thinking through conversation (verbalizing); multiple perspectives (cognitive restructuring); and argument (conceptual conflict resolution).
E. Disadvantages
- Groups finish work at different times. Sometimes learners argue or refuse to do the work. Some learners don't know how to get along with others and settle their differences.
ž Some learners do not like to work in groups.
If individual accountability is not in place, some learners do all of the work
and the other group members let them.
ž Working in cooperative groups creates a level
of "noise" that may be uncomfortable for some teachers.
F. Elements of Cooperative and Collaborative Learning
1. Positive Interdependence
The
first requirement for an effectively structure cooperative learning environment
is that students believe they “sink” or swim together. (Johnson, Johnson &
Stanne, 2000) That is, cooperation occurs only when students perceive that the
success of one depends on the success of the other.
2. Face-to-Face Interaction
The second element of cooperative learning requires face-to-face interaction among students
within which they promote each other’s learning and success.
3. Individual and Group Accountability
The
purpose of cooperative learning groups is to make each member a stronger
individual. Individual accountability exists when the performance of each
individual student is assessed, and the results are given back to the groups.
Therefore, the group knows who needs more assistance, support, and
encouragement in completing the job.
4. Interpersonal & Small – Group Skills
Students
must be taught the social skills and be motivated to use them. Social skills
which are needed for both teamwork and
task work include leadership, decision–making, trust–building, communication,
and conflict–management skills. (Johnson, Johnson, &Holubec, 1993)
5. Group Processing
Group
members should think about how well they have cooperated as a team and how to
enhance their future cooperation. To be cooperative, group members must promote
each other’s learning and success face-to-face, hold each other personally and
individually accountable to do a fair share of the work, use the interpersonal
and small group skills needed for cooperative efforts to be successful, and
process as a group how effectively members are working together.
Conclusion
ž Teachers
can use this approach to stimulate students to acquire the knowledge as well as
create interpersonal and team skills. Traditionally, classes always consist of
good students and weak students. The weak students sit in isolation as they
lose confidence in their ability to learn English. Working in groups,
therefore, is believed to help solve this problem. Shy students who don’t like
to speak in a large class are more comfortable speaking out in smaller groups.
ž For example, one student might have a strong
vocabulary that can supply to students with a solid background in grammar.
Furthermore, poor students will benefit from interaction with better ones, and
good students will feel proud that they play an important role in helping their
weaker classmates.
Sources:
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