Cooperative Language Learning 合作語言學習法 吳吟萍 897C0005

A successful teaching strategy in which small teams, with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. What is Cooperative Language Learning(CLL)?

The characteristic of CL  Raise of achievement of all students  Positive relationship among students  Experience on healthy social, psychological, and cognitive development  Replace competition for cooperation  Replace teacher-fronted lessons for student-centered

The characteristic of CL  Interactive pair and group activities  Development of learning and communication strategies  Reduce learner stress and create a positive affective classroom climate

Types of learning and teaching activities

Five key elements of successful group-based learning in CL  Positive interdependence  Group formation  Individual accountability  Social skills  Structuring and structures (Olsen Kagan 1993)

Three Step Interview 1.Students are in pairs, one is interviewer and the other is interviewee 2.Students reverse roles 3. Each shares with team member what was learned during the two interview

Think –Pair -Share  Teacher poses a question  Students think of a response  Students discuss their responses with partner  Students share their partner’s response with the class

Learner Roles Work collaboratively on tasks with other group member Must learn teamwork skills Be directors of their learning Learning requires student’s direct and active involvement and participation Pairs tasks in which alternate roles involve partners in the role of tutor, checkers, recorder, and information sharers.

Teacher’s role 1.To create a highly structured and well-organized learning environment in the classroom: Setting goals, planning and structuring tasks, establishing the physical arrangement of the classroom, assigning students to groups and roles, and selecting materials and time. (Johnson et al.1994) 2. Be a facilitator of learning 3. Move around the class and helping students and groups as needs arise

Teacher’s role 4.Teacher speaks less than in teacher fronted class. 5.Provide broad questions to challenge thinking. 6.Prepare students for the task they will carry out. 7.Assist students with the learning tasks. 8.Give few commands, imposing less disciplinary control ( Harel 1992) 9.Restructuring lessons so that students can work cooperatively. (Johnson et al. 1994)

Procedure 1.Teacher assigns work to Ss 2. Ss cooperative work 3.Looking for materials 4.Team work, get a starting point 5.Individual work 6.Looking for mistakes 7. Ss revise composition 8.Reread error-free

Assessment in CL Evaluation based on the Whole Group’s performance :  Group scores on a single product  Random selection of one member’s work Evaluation combining individual and group performance:  Dual grading of academic performance  Concurrent grading of academic and collaborative skills

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