Cooperative Learning the students work in teams on structured learning tasks under condition that five criteria:[1]
a. Positive interdependence: team members must rely on one another to accomplish goal.
b. Individual accountability: members held accountable for (a) doing their share of the work and (b) mastering all material.
c. Face-to-face interaction: at least some of work done by team mambers working together.
d. Appropriate use of interpersonal skills: team members practice and receive intruction in leadership, decision-making, communication, and complict management.
e. Regular self-assesment of group functioning: team periodically reflect on what they are doing well as a team, what they could improve, and what (if anything) they will do differently in the future.
In addition, positive interdenpedence between individuals can be fostered in a number of way:[2]
a. Give group members specific roles to perform such as encourager, observer, clarifier or recorder. In this way each individual has a specific task to perform and everybody’s contribution is necessary to complete the task successfully.
b. Break the task into subtasks which are necessary to complete the task successfully, each group member is given a subtask, input is than required by all members of the group.
c. Assess the group as one entity instead of individually, children could be asked to work on their spelling in pairs, for example, with an assessment of each pair.
d. Cooperative and competitive goal structures can be combined by having Cooperative Learning groups compete against each other, sporting teams competing is an example of this strategy. This competition engenders positive interdependence within the cooperative group, but it is essential that group members are changed frequently to avoid fostering competing cliques that can undermine class cohesiveness and morale.
e. Pit a small group against some external force, such as time or gravity, two children could, for example see how long can keep a ball suspended using only their foreheads. Competing against an external force is very different from competing against each other.
f. Create fantasy situations where the group has to work together to deal with imaginary forces, within rules established by the situation.
In this examples, group members have important roles to play so that the group can function cooperatively, all role are interdependent and individual the students share similar goals such as performing for an audience, informing others with a newspaper or making sure the doctors surgery has a good supply of patients as well as doctors and nurses.
In a cooperative setting the students needs to be concerned with how he or she spells and how the other students perform in the spelling group.[3] It means that positive goal interdependence requires acceptance by a group together. A cooperative spelling class is one where the students are working together in small groups to help each other learn the words in order to take the spelling test individually on another day.
2. The Characteristics of Cooperative Learning Method
There are four characteristics of Cooperative Learning method:[4]
a. The students work together in small groups containing two to five members.
b. The students are positively interdependent.
c. Activities are structured so that students need each other to accomplish their common tasks or learning activities.
d. The students are individually accountable or responsible for their work or learning.
It means that Cooperative learning groups can consist of two to five the students, but groups of three to four are also effective. Classes can be divided up into several groups, the groups should contain high achievers and low achievers.
3. The Effectiveness of Cooperative Learning Method
These common features enhance the effectiveness of Cooperative Learning groups:[5]
a. The students work in small, teacher-assigned groups.
b. Groups have one or more common goal toward which to work.
c. The students are given clear guidelines about how to behave.
d. Group members depend on one another for their success.
e. A structure is provided to encourage productive learning behaviors.
f. The teacher serves primarily as a resource and monitor.
g. The students are individually accountable for their achievement.
h. The students are rewarded for group success.
i. At the completion of an activity, each group evaluates its effectiveness.
It means that the effectiveness of Cooperative Learning method is the students work together on ecademic task in small group to helps themselves and their teams learn together for group success
.................................................
[1] Richard M. Felder (2008), Active and Cooperative Learning, Penn State University,
p. 20.
[2] Susan Hill & Tim Hill (1990), The Collaborative Classroom: a guide co-operative learning, Australia: Eleanor Curtain Publishing, P. 8-9.
[3] Professor Hartman, Research on Cooperative learning, accesed on March 8th 2013, from http://condor.admin.ccny.cuny.edu/~eg9306/candy%20research.htm
[4] Teresa Sims, Cooperative Learning Concept, accesed on March 8th 2013, from http://cooperativelearningconcept.blogspot.com/
[5] Teresa Sims, Cooperative..., from http://cooperativelearningconcept.blogspot.com/
a. Positive interdependence: team members must rely on one another to accomplish goal.
b. Individual accountability: members held accountable for (a) doing their share of the work and (b) mastering all material.
c. Face-to-face interaction: at least some of work done by team mambers working together.
d. Appropriate use of interpersonal skills: team members practice and receive intruction in leadership, decision-making, communication, and complict management.
e. Regular self-assesment of group functioning: team periodically reflect on what they are doing well as a team, what they could improve, and what (if anything) they will do differently in the future.
In addition, positive interdenpedence between individuals can be fostered in a number of way:[2]
a. Give group members specific roles to perform such as encourager, observer, clarifier or recorder. In this way each individual has a specific task to perform and everybody’s contribution is necessary to complete the task successfully.
b. Break the task into subtasks which are necessary to complete the task successfully, each group member is given a subtask, input is than required by all members of the group.
c. Assess the group as one entity instead of individually, children could be asked to work on their spelling in pairs, for example, with an assessment of each pair.
d. Cooperative and competitive goal structures can be combined by having Cooperative Learning groups compete against each other, sporting teams competing is an example of this strategy. This competition engenders positive interdependence within the cooperative group, but it is essential that group members are changed frequently to avoid fostering competing cliques that can undermine class cohesiveness and morale.
e. Pit a small group against some external force, such as time or gravity, two children could, for example see how long can keep a ball suspended using only their foreheads. Competing against an external force is very different from competing against each other.
f. Create fantasy situations where the group has to work together to deal with imaginary forces, within rules established by the situation.
In this examples, group members have important roles to play so that the group can function cooperatively, all role are interdependent and individual the students share similar goals such as performing for an audience, informing others with a newspaper or making sure the doctors surgery has a good supply of patients as well as doctors and nurses.
In a cooperative setting the students needs to be concerned with how he or she spells and how the other students perform in the spelling group.[3] It means that positive goal interdependence requires acceptance by a group together. A cooperative spelling class is one where the students are working together in small groups to help each other learn the words in order to take the spelling test individually on another day.
2. The Characteristics of Cooperative Learning Method
There are four characteristics of Cooperative Learning method:[4]
a. The students work together in small groups containing two to five members.
b. The students are positively interdependent.
c. Activities are structured so that students need each other to accomplish their common tasks or learning activities.
d. The students are individually accountable or responsible for their work or learning.
It means that Cooperative learning groups can consist of two to five the students, but groups of three to four are also effective. Classes can be divided up into several groups, the groups should contain high achievers and low achievers.
3. The Effectiveness of Cooperative Learning Method
These common features enhance the effectiveness of Cooperative Learning groups:[5]
a. The students work in small, teacher-assigned groups.
b. Groups have one or more common goal toward which to work.
c. The students are given clear guidelines about how to behave.
d. Group members depend on one another for their success.
e. A structure is provided to encourage productive learning behaviors.
f. The teacher serves primarily as a resource and monitor.
g. The students are individually accountable for their achievement.
h. The students are rewarded for group success.
i. At the completion of an activity, each group evaluates its effectiveness.
It means that the effectiveness of Cooperative Learning method is the students work together on ecademic task in small group to helps themselves and their teams learn together for group success
.................................................
[1] Richard M. Felder (2008), Active and Cooperative Learning, Penn State University,
p. 20.
[2] Susan Hill & Tim Hill (1990), The Collaborative Classroom: a guide co-operative learning, Australia: Eleanor Curtain Publishing, P. 8-9.
[3] Professor Hartman, Research on Cooperative learning, accesed on March 8th 2013, from http://condor.admin.ccny.cuny.edu/~eg9306/candy%20research.htm
[4] Teresa Sims, Cooperative Learning Concept, accesed on March 8th 2013, from http://cooperativelearningconcept.blogspot.com/
[5] Teresa Sims, Cooperative..., from http://cooperativelearningconcept.blogspot.com/
