COOPERATIVE LEARNING

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LING 306TEFL METHODOLOGY

• COOPERATIVE LEARNING
• LEARNING STRATEGY TRAINING
• MULTIPLE INTELLIGENCES

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LEARNING STRATEGY TRAINING

• good language learners are willing and accurate
  guessers who have a strong desire to
  communicateThey attend to both the meaning and
  the form of their message. They also practice
  and monitor their own speech as well as others.
  (Larsen-Freeman, p159)

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WHAT IS LEARNING STRATEGY TRAINING?

• LEARNING STRATEGY used to achieve learning
  strategies
• - usually tied to the needs and interests of
  students to enhance learning and based on many
  types of learning styles
• LEARNING STRATEGY TRAINING learning will be
  facilitated by making students aware of the range
  from which they can choose during language
  learning and use (to improve learning
  effectiveness)

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EXAMPLES OF LEARNING STRATEGY

• SEMANTIC MAPPING
• COPS STRATEGY
• READING COMPREHENSION

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GOALS OF STRATEGY TRAINING

• Self diagnose their strengths and weaknesses in
  language learning
• Become aware of what helps them to learn the
  target language most efficiently
• Develop a broad range of problem solving skills
• Experiment with familiar and unfamiliar learning
  strategies
• Make decisions on how to approach a language task
• Monitor and self-evaluate their performance
• Transfer successful strategies to new learning
  contexts

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FRAMEWORK FOR LEARNING STRATEGY TRAINING

• SEQUENCE FOR FRAMEWORK
• Initial modeling of the strategy by the teacher
  with direct explanation of the strategys use and
  importance
• Guided practice
• Consolidation help students identify the
  strategy and decide when it might be used
• Independent practice
• Application of strategy to new tasks

• AIMS AT
• RAISING STUDENT AWARENESS OF THE PURPOSE AND
  RATIONALE OF STRATEGY USE
• GIVES STUDENTS OPPORTUNITIES TO PRACTICE THE
  STRATEGIES THEY ARE BEING TAUGHT
• HELP THEM USE THE STRATEGIES IN NEW LEARNING
  CONTEXTS

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COOPERATIVE LEARNING

• WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO
  ALONE TOMORROW LEV VYGOTSKY, 1962
• THERE IS POWER TO WORKING IN GROUPS DAVID AND
  ROGER JOHNSON
• ITS MORE THAN 3 PEOPLE AND FORM A GROUP

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COOPERATIVE LEARNING WHAT IS IT?

• Is an approach to organizing classroom activities
  into academic and social learning experiences
• An instructional method that allows students to
  work in small groups within the classroom, often
  with a division of assignment of several specific
  tasks or roles. Allows students to practice
  working in a group and taking leadership roles
• Structured form of small group learning. Based
  on 2 key assumptions positive independence and
  individual accountability

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POSITIVE INTERDEPENDENCE INDIVIDUAL
ACCOUNTABILITY
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PROMOTIVE INTERACTION INTERPERSONAL SKILLS
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GROUP PROCESSING

• individual members of the team follow correct
  procedures to analyze how well their team is
  functioning and how well their team is using
  interpersonal skills

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COOPERATIVE LEARNING - OBJECTIVES

• Students learn from each other in groups
• Students think in positive interdependence
• Groups are mixed in gender and race
• Individuals help each other
• Teacher teach students social skills
• Students communicate in L2 to achieve language
  acquisition
• Students are tested individually
• Students responsibility are distributed
• Teacher teach L2 cooperation
• Cooperative learning teaches language for
  academic and social purposes

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HOW TO IMPLEMENT COOPERATIVE LEARNING?

• Big project report writing based on findings,
  observations etc.
• Jigsaw divide the group to focus in special
  areas of the material to be learned
• Peer review learn how to provide and receive
  constructive feedback

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COOPERATIVE LEARNING

• Not random involves intentional planning that
  focuses on goals and objectives
• Based on students multiple intelligences,
  learning styles, interests, readiness vs ability
• Fosters positive social and interpersonal skills
  demonstrated by members of the team
• Assigns roles to members of the group
• Individuals as well as group members responsible
  for learning
• Encourages individual members to reflect upon
  their roles in the group and work

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MULTIPLE INTELLIGENCES PHILOSOPHY

• The ability to enhance and amplify our
  intelligence
• Can be taught to others
• A multiple reality that occurs in different parts
  of the brain/mind system
• Intelligence the ability to solve problems,
  create products that are valued in more than 1
  cultural setting

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MULTIPLE INTELLIGENCESPHILOSOPHY

• Howard Gardner found we have 7 intelligences we
  have all of them but not fully developed
• IT IS NOT HOW SMART YOU ARE, BUT HOW YOU ARE
  SMART!

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MULTIPLE INTELLIGENCES
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BENEFITS OF IMPLEMENTING MULTIPLE INTELLIGENCES
APPROACH

• Better regard for intellectuality
• Provide opportunities for authentic learning
  based on needs, interests and talents of students
• Parents and community involvement may increase
  when students demonstrate work before panels and
  audiences
• Students will be able to demonstrate their
  abilities and strengths can help increase self
  esteem

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BENEFITS OF IMPLEMENTING MULTIPLE INTELLIGENCES

• When you teach for understanding students will
  accumulate positive educational experiences and
  the capability for creating solutions to problems
  in life

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HOW CAN MI HELP STUDENTS LEARN BETTER?

• Learning is both a social and psychological
  process.
• When ss understand how they are intelligent to
  manage own learning , to value individual
  strengths