cooperativelearning合作学习.docx

cooperativelearning合作学习.docx

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cooperativelearning合作学习

CooperativeLearning

Cooperativelearningisasuccessfulteachingstrategyinwhichsmallteams,eachwithstudentsofdifferentlevelsofability,useavarietyoflearningactivitiestoimprovetheirunderstandingofasubject.Eachmemberofateamisresponsiblenotonlyforlearningwhatistaughtbutalsoforhelpingteammateslearn,thuscreatinganatmosphereofachievement.Studentsworkthroughtheassignmentuntilallgroupmemberssuccessfullyunderstandandcompleteit. 

Cooperativeeffortsresultinparticipantsstrivingformutualbenefitsothatallgroupmembers:

∙gainfromeachother'sefforts.（Yoursuccessbenefitsmeandmysuccessbenefitsyou.）

∙recognizethatallgroupmembersshareacommonfate.（Weallsinkorswimtogetherhere.）

∙knowthatone'sperformanceismutuallycausedbyoneselfandone'steammembers.（Wecannotdoitwithoutyou.）

∙feelproudandjointlycelebratewhenagroupmemberisrecognizedforachievement.（Weallcongratulateyouonyouraccomplishment!

）.

WhyuseCooperativeLearning?

ElementsofCooperativeLearning

ClassActivitiesthatuseCooperativeLearning

WhyuseCooperativeLearning?

Researchhasshownthatcooperativelearningtechniques:

∙promotestudentlearningandacademicachievement

∙increasestudentretention

∙enhancestudentsatisfactionwiththeirlearningexperience

∙helpstudentsdevelopskillsinoralcommunication

∙developstudents'socialskills

∙promotestudentself-esteem

∙helptopromotepositiveracerelations

5ElementsofCooperativeLearning

Itisonlyundercertainconditionsthatcooperativeeffortsmaybeexpectedtobemoreproductivethancompetitiveandindividualisticefforts.Thoseconditionsare:

1.PositiveInterdependence 

（sinkorswimtogether）

∙Eachgroupmember'seffortsarerequiredandindispensableforgroupsuccess

∙Eachgroupmemberhasauniquecontributiontomaketothejointeffortbecauseofhisorherresourcesand/orroleandtaskresponsibilities

2.Face-to-FaceInteraction 

（promoteeachother'ssuccess）

∙Orallyexplaininghowtosolveproblems

∙Teachingone'sknowledgetoother

∙Checkingforunderstanding

∙Discussingconceptsbeinglearned

∙Connectingpresentwithpastlearning

3.Individual 

&

GroupAccountability

（nohitchhiking!

nosocialloafing）

∙Keepingthesizeofthegroupsmall.Thesmallerthesizeofthegroup,thegreatertheindividualaccountabilitymaybe.

∙Givinganindividualtesttoeachstudent.

∙Randomlyexaminingstudentsorallybycallingononestudenttopresenthisorhergroup'sworktotheteacher（inthepresenceofthegroup）ortotheentireclass.

∙Observingeachgroupandrecordingthefrequencywithwhicheachmember-contributestothegroup'swork.

∙Assigningonestudentineachgrouptheroleofchecker.Thecheckerasksothergroupmemberstoexplainthereasoningandrationaleunderlyinggroupanswers.

∙Havingstudentsteachwhattheylearnedtosomeoneelse.

4.Interpersonal&

Small-GroupSkills

∙Socialskillsmustbetaught:

oLeadership

oDecision-making

oTrust-building

oCommunication

oConflict-managementskills

5.GroupProcessing

∙Groupmembersdiscusshowwelltheyareachievingtheirgoalsandmaintainingeffectiveworkingrelationships

∙Describewhatmemberactionsarehelpfulandnothelpful

∙Makedecisionsaboutwhatbehaviorstocontinueorchange

ClassActivitiesthatuseCooperativeLearning

MostofthesestructuresaredevelopedbyDr.SpencerKaganandhisassociatesatKaganPublishingandProfessionalDevelopment.ForresourcesandprofessionaldevelopmentinformationonKaganStructures,pleasevisit:

.KaganOnline.

1.Jigsaw-Groupswithfivestudentsaresetup.Eachgroupmemberisassignedsomeuniquematerialtolearnandthentoteachtohisgroupmembers.Tohelpinthelearningstudentsacrosstheclassworkingonthesamesub-sectiongettogethertodecidewhatisimportantandhowtoteachit.Afterpracticeinthese"expert"groupstheoriginalgroupsreformandstudentsteacheachother.（Wood,p.17）Testsorassessmentfollows.

2.Think-Pair-Share-Involvesathreestepcooperativestructure.Duringthefirststepindividualsthinksilentlyaboutaquestionposedbytheinstructor.Individualspairupduringthesecondstepandexchangethoughts.Inthethirdstep,thepairssharetheirresponseswithotherpairs,otherteams,ortheentiregroup.

3.Three-StepInterview（Kagan）-Eachmemberofateamchoosesanothermembertobeapartner.Duringthefirststepindividualsinterviewtheirpartnersbyaskingclarifyingquestions.Duringthesecondsteppartnersreversetheroles.Forthefinalstep,memberssharetheirpartner'sresponsewiththeteam.

4.RoundRobinBrainstorming（Kagan）-Classisdividedintosmallgroups（4to6）withonepersonappointedastherecorder.Aquestionisposedwithmanyanswersandstudentsaregiventimetothinkaboutanswers.Afterthe"thinktime,"membersoftheteamshareresponseswithoneanotherroundrobinstyle.Therecorderwritesdowntheanswersofthegroupmembers.Thepersonnexttotherecorderstartsandeachpersoninthegroupinordergivesanansweruntiltimeiscalled.

5.Three-minutereview-Teachersstopanytimeduringalectureordiscussionandgiveteamsthreeminutestoreviewwhathasbeensaid,askclarifyingquestionsoranswerquestions.

6.NumberedHeadsTogether（Kagan）-Ateamoffourisestablished.Eachmemberisgivennumbersof1,2,3,4.Questionsareaskedofthegroup.Groupsworktogethertoanswerthequestionsothatallcanverballyanswerthequestion.Teachercallsoutanumber（two）andeachtwoisaskedtogivetheanswer.

7.TeamPairSolo（Kagan）-Studentsdoproblemsfirstasateam,thenwithapartner,andfinallyontheirown.Itisdesignedtomotivatestudentstotackleandsucceedatproblemswhichinitiallyarebeyondtheirability.Itisbasedonasimplenotionofmediatedlearning.Studentscandomorethingswithhelp（mediation）thantheycandoalone.Byallowingthemtoworkonproblemstheycouldnotdoalone,firstasateamandthenwithapartner,theyprogresstoapointtheycandoalonethatwhichatfirsttheycoulddoonlywithhelp.

8.CircletheSage（Kagan）-Firsttheteacherpollstheclasstoseewhichstudentshaveaspecialknowledgetoshare.Forexampletheteachermayaskwhointheclasswasabletosolveadifficultmathhomeworkquestion,whohadvisitedMexico,whoknowsthechemicalreactionsinvolvedinhowsaltingthestreetshelpdissipatesnow.Thosestudents（thesages）standandspreadoutintheroom.Theteacherthenhastherestoftheclassmateseachsurroundasage,withnotwomembersofthesameteamgoingtothesamesage.Thesageexplainswhattheyknowwhiletheclassmateslisten,askquestions,andtakenotes.Allstudentsthenreturntotheirteams.Eachinturn,explainswhattheylearned.Becauseeachonehasgonetoadifferentsage,theycomparenotes.Ifthereisdisagreement,theystandupasateam.Finally,thedisagreementsareairedandresolved.

9.Partners（Kagan）-Theclassisdividedintoteamsoffour.Partnersmovetoonesideoftheroom.Halfofeachteamisgivenanassignmenttomastertobeabletoteachtheotherhalf.Partnersworktolearnandcanconsultwithotherpartnersworkingonthesamematerial.Teamsgobacktogetherwitheachsetofpartnersteachingtheotherset.Partnersquizandtutorteammates.Teamreviewshowwelltheylearnedandtaughtandhowtheymightimprovetheprocess.

CooperativeLearning

Cooperativelearningisasuccessfulteachingstrategyinwhichsmallteams,eachwithstudentsofdifferentlevelsofability,useavarietyoflearningactivitiestoimprovetheirunderstandingofasubject.Eachmemberofateamisresponsiblenotonlyforlearningwhatistaughtbutalsoforhelpingteammateslearn,thuscreatinganatmosphereofachievement.Studentsworkthroughtheassignmentuntilallgroupmemberssuccessfullyunderstandandcompleteit. 

Cooperativeeffortsresultinparticipantsstrivingformutualbenefitsothatallgroupmembers:

∙gainfromeachother'sefforts.（Yoursuccessbenefitsmeandmysuccessbenefitsyou.）

∙recognizethatallgroupmembersshareacommonfate.（Weallsinkorswimtogetherhere.）

∙knowthatone'sperformanceismutuallycausedbyoneselfandone'steammembers.（Wecannotdoitwithoutyou.）

∙feelproudandjointlycelebratewhenagroupmemberisrecognizedforachievement.（Weallcongratulateyouonyouraccomplishment!

）.

WhyuseCooperativeLearning?

ElementsofCooperativeLearning

ClassActivitiesthatuseCooperativeLearning

WhyuseCooperativeLearning?

Researchhasshownthatcooperativelearningtechniques:

∙promotestudentlearningandacademicachievement

∙increasestudentretention

∙enhancestudentsatisfactionwiththeirlearningexperience

∙helpstudentsdevelopskillsinoralcommunication

∙developstudents'socialskills

∙promotestudentself-esteem

∙helptopromotepositiveracerelations

5ElementsofCooperativeLearning

Itisonlyundercertainconditionsthatcooperativeeffortsmaybeexpectedtobemoreproductivethancompetitiveandindividualisticefforts.Thoseconditionsare:

1.PositiveInterdependence 

（sinkorswimtogether）

∙Eachgroupmember'seffortsarerequiredandindispensableforgroupsuccess

∙Eachgroupmemberhasauniquecontributiontomaketothejointeffortbecauseofhisorherresourcesand/orroleandtaskresponsibilities

2.Face-to-FaceInteraction 

（promoteeachother'ssuccess）

∙Orallyexplain