Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan 1992: 8)
Teacher rolesThe teacher has 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).sit
Learner roles The primary role of the learner is as a member of a group who must work collaboratively on tasks with other group members. Learners have to learn teamwork skills. Learners are also directors of their own learning. They are taught to plan, monitor, and evaluate their own learning, which is viewed as a compilation of lifelong learning skills.
Definition
Collaborative learning (CL)
MaterialsCoelho (1992b: 132) describes three major kinds of cooperative learning tasks and their learning focus, each of which has many variations. 1. Team practice from common input – skills development and mastery of facts. 2. Jigsaw: differentiated but predetermined input – evaluation and synthesis of facts and opinions. 3. Cooperative projects: topics/resources selected by students – discovery learning. Olsen and Kagan (1992: 88) describes the following examples of CLL activities:
- Three-step interview.
- Roundtable.
- Think-Pair-Share.
- Solve-Pair-Share.
- Numbered Heads.
Characterization activities– Positive interdependence: occurs when group members feel that what helps one member helps all and what hurts one member hurts all. – Group formation: deciding on the size of the group, assigning students to groups, student roles in groups. – Individual accountability: involves both group and individual performance, for example, by assigning each student a grade on his or her portion of a team project – Social skills: determine the way students interact with each other as teammates. – Structuring and structures: refer to ways of organizing student interaction and different ways students are to interact such as Three-step
Teacher rolesA central role of the teacher is in selecting, adapting, and/or creating the tasks themselves and then forming these into an instructional sequence in keeping with learner needs, interests, and language skill level. Other roles:Selector and sequencer of tasks. Preparing learners for tasks. Consciousness-raising.
Refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.
Learner roles Some of these overlap with the general roles assumed for learners in Communicative Language Teaching while others are created by the focus on task completion as a central learning activity. Examples: Group participant. Monitor. Risk-taker and innovator.
Definition
Task-Based Language Teaching (TBLT)
MaterialsInstructional materials play an important role in TBLT because it is dependent on a sufficient supply of appropriate classroom tasks, some of which may require considerable time, ingenuity, and resources to develop. Materials that can be exploited for instruction in TBLT are limited only by the imagination of the task designer. The following are some of the task types that can be built around such media products. Newspapers
– Students examine a newspaper, determine its sections, and suggestthree new sections that might go in the newspaper.
Television
– Students take notes during the weather report and prepare a map withweather symbols showing likely weather for the predicted period
Characterization activitiesFor Prabhu, a task is “an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process” (Prabhu 1987: 17). Willis (1996) proposes six task types built on more or less traditional knowledge hierarchies. She labels her task examples as follows: 1. listing - 2. ordering and sorting- 3. comparing - 4. problem solving 5. sharing personal experiences - 6. creative tasks Pica, Kanagy, and Falodun (1993) classify tasks according to 1. Jigsaw tasks - 2. Information-gap tasks - 3. Problem-solving tasks 4. Decision-making tasks - 5. Opinion exchange tasks
Method learning
Laura Chavarro Muñoz
Created on April 30, 2021
Cooperative language learning, task based language teaching
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Transcript
Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan 1992: 8)
Teacher rolesThe teacher has 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).sit
Learner roles The primary role of the learner is as a member of a group who must work collaboratively on tasks with other group members. Learners have to learn teamwork skills. Learners are also directors of their own learning. They are taught to plan, monitor, and evaluate their own learning, which is viewed as a compilation of lifelong learning skills.
Definition
Collaborative learning (CL)
MaterialsCoelho (1992b: 132) describes three major kinds of cooperative learning tasks and their learning focus, each of which has many variations. 1. Team practice from common input – skills development and mastery of facts. 2. Jigsaw: differentiated but predetermined input – evaluation and synthesis of facts and opinions. 3. Cooperative projects: topics/resources selected by students – discovery learning. Olsen and Kagan (1992: 88) describes the following examples of CLL activities:
Characterization activities– Positive interdependence: occurs when group members feel that what helps one member helps all and what hurts one member hurts all. – Group formation: deciding on the size of the group, assigning students to groups, student roles in groups. – Individual accountability: involves both group and individual performance, for example, by assigning each student a grade on his or her portion of a team project – Social skills: determine the way students interact with each other as teammates. – Structuring and structures: refer to ways of organizing student interaction and different ways students are to interact such as Three-step
Teacher rolesA central role of the teacher is in selecting, adapting, and/or creating the tasks themselves and then forming these into an instructional sequence in keeping with learner needs, interests, and language skill level. Other roles:Selector and sequencer of tasks. Preparing learners for tasks. Consciousness-raising.
Refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.
Learner roles Some of these overlap with the general roles assumed for learners in Communicative Language Teaching while others are created by the focus on task completion as a central learning activity. Examples: Group participant. Monitor. Risk-taker and innovator.
Definition
Task-Based Language Teaching (TBLT)
MaterialsInstructional materials play an important role in TBLT because it is dependent on a sufficient supply of appropriate classroom tasks, some of which may require considerable time, ingenuity, and resources to develop. Materials that can be exploited for instruction in TBLT are limited only by the imagination of the task designer. The following are some of the task types that can be built around such media products. Newspapers – Students examine a newspaper, determine its sections, and suggestthree new sections that might go in the newspaper. Television – Students take notes during the weather report and prepare a map withweather symbols showing likely weather for the predicted period
Characterization activitiesFor Prabhu, a task is “an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process” (Prabhu 1987: 17). Willis (1996) proposes six task types built on more or less traditional knowledge hierarchies. She labels her task examples as follows: 1. listing - 2. ordering and sorting- 3. comparing - 4. problem solving 5. sharing personal experiences - 6. creative tasks Pica, Kanagy, and Falodun (1993) classify tasks according to 1. Jigsaw tasks - 2. Information-gap tasks - 3. Problem-solving tasks 4. Decision-making tasks - 5. Opinion exchange tasks