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Background Background
Approach Approach
Design Design
Procedure Procedure
Conclusions Conclusions
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John Dewey: build cooperation in learning into regular classrooms
on a regular and systematic basis.
Response to the forced integration of public schools and has been
substantially refined and developed •
Definition: part of Collaborative Learning (CL); extension of CLT;
CLL is an approach to teaching that makes maximum use of cooperative activities involving
pairs and small groups of learners in the classroom.
early early 20th century20th century
the 1960s the 1960s & 1970s& 1970s
Background
Background
Enhance learner motivation and reduce learner stress and
to create a positive affective classroom climate
Provide opportunities for learners to develop successful learning and communication strategies
Focus on particular lexical items, language structures, and communicative functions
through the use of interactive tasks
Provide teachers with a methodology to achieve this goal and one that can be applied
in a variety of curriculum settings
Provide opportunities for naturalistic SLA through the use of interactive pair and group activities
▣ Goals
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2
3
4
5
Conversation operates based
on
a certain agree-upon set of
cooperative rules or
“maxims”
Most talk/speech is
organized as conversation.
People are born to talk.
Premises
Theory of Language
Theory of Language
One learns how these
maxims
are realized in one’s native
language through casual,
everyday
conversational interaction.….Maxims of SL is learned through
participation
in cooperatively structured interactional
activities.
1
2
3
4
5
Stress the central role of social interaction. 11
Develop learners’ critical thinking skills. Question Matrix (Wiederhold 1995)22
Develop classrooms that foster cooperation rather than competition.
33
Theory of Learning
The syllabusThe syllabus
particular form of language syllabus particular form of language syllabus
Group-based procedures as an
to teacher-fronted teaching
Group-based procedures as an
to teacher-fronted teaching
At least a year with stable membership to give each other the
support, help, encouragement and assistance
they need to succeed academically
cooperative learning groups
(a few minutes to a class period to focus attention or facilitate
learning)
cooperative learning
groups
(one class period to several
weeks
to achieve shared learning goals)
cooperative learning groups
Types of activitiesTypes of activities
It occurs when group members feel that what helps one member helps all and what hurts one member hurts all.
It occurs when group members feel that what helps one member helps all and what hurts one member hurts all.
Positive interdependence
size of the group; assigning students to groups; student roles (factors )size of the group; assigning students to groups; student roles (factors )
Group formation
It involves both group and individual performance. For example, by assigning each student a grade on his or her portion of a team project or by calling on a student at random to share with the whole class, with group members, or with another group.
It involves both group and individual performance. For example, by assigning each student a grade on his or her portion of a team project or by calling on a student at random to share with the whole class, with group members, or with another group.
Individual accountability
How to make group-based learning in CL successful?
How to make group-based learning in CL successful?
It determines the way students interact with each other as teammates.It determines the way students interact with each other as teammates.
Social skills
It refers to ways of organizing students’ interaction and different ways students are to interact such as Three-step interview or Round Robin.
It refers to ways of organizing students’ interaction and different ways students are to interact such as Three-step interview or Round Robin.
Structuring and structures ? ?
Think-Pair-Share
Solve-Pair-Share
Roundtable(Round Robin)
Three-step interview
The examples of CLL activities
describes byOlsen and Kagan
▣
Numbered Heads
Three-step interview
(3) Each shares with team
member what waslearned during the two
interviews.
(3) Each shares with team
member what waslearned during the two
interviews.
(1) Students are in pairs; one is interviewer and
the other is interviewee.
(1) Students are in pairs; one is interviewer and
the other is interviewee.
(2) Students reverse roles.
(2) Students reverse roles.
Roundtable
(3) Each student makes contributions in turn.(3) Each student makes contributions in turn.
(1) There is one piece of paper and one pen for each team. One student makes a contribution.
(1) There is one piece of paper and one pen for each team. One student makes a contribution.
(2) Pass the paper and pen to the students of
his or her left.
(2) Pass the paper and pen to the students of
his or her left.
If done orally, the
structure is called
Round Robin.
Think-Pair-Share
(3) Students discuss their
responses with a partner.
(3) Students discuss their
responses with a partner.
(1) Teacher poses a question (usually a low
consensus question)
(1) Teacher poses a question (usually a low
consensus question)
(2) Students think of a response.
(2) Students think of a response.
(4)Students share their partner’s response with
the class.
(4)Students share their partner’s response with
the class.
Solve-Pair-Share
(3)Students explain how
they solved the problem in
Interview or Round Robin structures.
(3)Students explain how
they solved the problem in
Interview or Round Robin structures.
(1) Teacher poses a problem.
(1) Teacher poses a problem.
(2) Students work out solutions individually.
(2) Students work out solutions individually.
Numbered Heads
(3) Head Together(3) Head Together
(1) Students number off in teams.
(1) Students number off in teams.
(2) Teacher asks a question (usually high-consensus).
(2) Teacher asks a question (usually high-consensus).
(4)Teacher calls a number and students
with that number raise their hands to be called
on, as in traditional classroom.
(4)Teacher calls a number and students
with that number raise their hands to be called
on, as in traditional classroom.
The role of instructional materials
Teacher roles
Learner rolesA member of a group;
Directors of their own learning
Facilitator of learning
Creating opportunities for
students to work cooperatively.
Teacher assigns students to pairs（ 1 good reader in each pair）
Teacher assigns students to pairs（ 1 good reader in each pair）
1
S A writes the planning to S B.S B gives the writing outline to S A.
S A writes the planning to S B.S B gives the writing outline to S A.
2
S B describes ideas to S A.S A listens and completes an outline to S B .
S B describes ideas to S A.S A listens and completes an outline to S B .
3
The students research individually and pick useful material to their partner.
The students research individually and pick useful material to their partner.
4
The students work together to write the first paragraph.
The students work together to write the first paragraph.
5
The students write the composition individually.
The students write the composition individually.
6
The students proofread, makecorrections and give suggestionsfor revision to each other.
The students proofread, makecorrections and give suggestionsfor revision to each other.
7
The students revise their composition.
The students revise their composition.
8
Reread each other's compositionand sign names to prove each composition is error-free.
Reread each other's compositionand sign names to prove each composition is error-free.
9
1. Major mode of learning
System for the use of group work in teaching
2. Planned to maximize students' interaction
Facilitate students' con-tributions to each other's learning
3. Can also be used in collaborationwith other teaching methods and approaches.
3. Can also be used in collaborationwith other teaching methods and approaches.
Group ActivitiesGroup Activities
•Proponents suggest that CLL enhances both learning and learners' interaction skills
Some have questioned its use with learners of different proficiency levels, suggesting that some student-groups may obtain more benefits from CLL than others.It places considerable demands on teachers who feel hard to adapt the new role.
Pros & ConsPros & Cons
QuestionsQuestions
1. How can a teacher create a good outer environ-ment for CLL, including what factors?
2. How can a teacher motivate introvert（内向的） group members to take anactive part in group activities?
