methodology for teaching children (on-line lesson)

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the concept of Cooperative Learning

Lesson 4 and 5:

The Concept of Cooperative Learning

What is Cooperative Learning (CL)?

• Cooperative learning is defined as students working together to "attain group goals that cannot be obtained by working alone or competitively" (Johnson, Johnson and Holubec, 1986)

• Cooperative Learning is a term used for collection of strategies in which students work together to accomplish a group task.
(Johnson and Johnson, 1984)

• Cooperative learning can also be defined as "concepts and techniques for helping students learn together."

Three major benefits of Cooperative Learning:

• CL provides a richness of alternatives to structure interactions between students

• CL addresses content area learning and language development needs within the same organizational framework

• The variety of ways to structure student practice with lesson material increases opportunities for individualized instruction, such as peer-provided clarification

Achievement:

• More opportunity to participate

• More chances to give and receive help

• More responsibility

• Increase motivation to succeed

Self-esteem:

• Higher achievement

• Praise from peers

• Improve interpersonal relations

Liking for school:

• School is a place where more students succeed

• The social nature of cooperative learning makes school a more fun place to be

• There is a greater feeling of belonging as a member of a group

Differences between CL and group work

Cooperative learning	Group work
• Each member has a responsibility to play a role	• Only few members have responsibility
• Each member knows and understands the answer	• Only the cleverest member knows and understands the answer of the problem

Teacher’s role in CL:

• An inquirer: examining and questioning their beliefs, values and assumption

• A creator: creating social climate, setting goals, planning and structuring task, assigning students to groups, selecting materials and time

• An observer: watching and listening

• A facilitator: assisting problem-solving process

• A change agent: reforming the classroom

Student’s role in CL:

Role	Function
Gatekeeper (monitor)	Makes sure each person participates and that no one individual dominates the group process
Cheerleader (encourager)	Makes sure that the contributions of each member and the team as a whole are appreciated
Task master (supervisor)	Keeps the group on task and attempts to make sure each member contributes; guides discussion
Secretary (recorder)	Records team answer and supporting material; a spokesperson/reporter
Checker (explainer)	Checks that everyone agrees before a group decision is made; checks that everyone understands
Quiet captain	Makes sure the group does not disturb other groups

Following are some CL structures:

• Round Robin

- Form a group of four

- Teacher gives question

- In turn, each group member shares his/her thought while the others listen

- Step 1: A shares

- Step 2: B shares

- Step 3: C shares

- Step 4: D shares

• Numbered Heads Together

- Form a group of four or five

- Students number off (each student has a number)

- Teacher gives question

- Students head together

- Teacher calls number

- Student with that number answers

• Three-Step Interview

- Form a group of four

- Teacher gives question

- Step 1: Student A interviews B; student C interviews D

- Step 2: Student B interviews A; student D interviews C

- Step 3: Round Robin

- A tells C and D about B

- B tells C and D about A

- C tells A and B about D

- D tells A and B about C

• Think-Pair-Share

- Form a group of four

- Teacher gives question

- Step 1: each student thinks individually

- Step 2: students work in pairs

- Step 3:

- share with the team (think-pair-square)

- share with class (think-pair-share)

• Inside-Outside Circle

- Form a circle and put some students in inner and outer circle

- Teacher gives question

- Students in the outside circle exchange ideas with the person facing them in the inside circle, then those in the outside circle rotate to face a different person in the inside circle

• Jigsaw

- Form a home group

- Each home team member gets a different piece of the reading material

- Form expert teams to become experts on their own piece

- They return home and teach their piece to their home team

- Home teams combine the information from their experts with the other knowledge to perform a task

Find more explanation about Cooperative Learning from the website.

Multiple intelligence

The Concept of MI

Intelligence is the ability to solve problems that one encounters in real life.

(Howard Gardner)

There are eight different intelligences:

1. Verbal-linguistic intelligence

The ability to think in words and to use language to express and appreciate complex meanings. Authors, poets, journalists, speakers, and newscasters exhibit high degrees of linguistic intelligence.

2. Logical-mathematical intelligence

The ability to calculate, quantify, consider propositions and hypothesis, and carry out complex mathematical operations. Scientists, mathematicians, accountants, engineers, and computer programmer all demonstrates strong logical- mathematical intelligence

3. Musical intelligence

The ability to possess a sensitivity to pitch, melody, rhythm, and tone. Composers, conductors, musicians, critics, instrument makers, as well as sensitive listeners have musical intelligence.

4. Bodily-kinesthetic intelligence

The ability to manipulate objects and fine-tune physical skills. Athletes, dancers, surgeons, and craft-people have strong bodily-kinesthetic intelligence.

5. Visual-spatial intelligence

The ability to think in three dimensional ways, to perceive external and internal imagery, to recreate, transform or modify images, to navigate oneself and object through space and to produce or decode graphic information.

Sailors, pilots, sculptors, painters, and architects needs strong spatial intelligence.

6. Interpersonal intelligence

The ability to understand and interact effectively with others. Successful teachers, social workers, politicians, and actors have strong interpersonal intelligence.

7. Intrapersonal intelligence

The ability to construct an accurate perception of oneself and to use such knowledge in planning and directing one’s life. Theologians, psychologists, and philosophers have strong intrapersonal intelligence.

8. Naturalist intelligence

The ability to appreciate and care nature, to live with nature (including flora and fauna) harmoniously, and to grow plants easily and well. Gardeners, climbers, nature-lovers are those who have strong natural intelligence.

Intelligence Area	Is strong in	Likes to	Learns best through
Verbal-linguistics	reading, writing, telling stories, memorizing dates, thinking in words.	read, write, talk, memorize, work at puzzles.	reading, hearing and seeing words, speaking, writing, discussing and debating.
Logical-mathematics	math, reasoning, logic, problem-solving, patterns.	solve problems, question, work with numbers, experiment.	working with patterns and relationships, classifying, categorizing, working with the abstract.
Visual-spatial	reading, maps, charts, drawing, mazes, puzzles, imaging things, visualization.	design, draw, build, create, daydream, look at pictures.	working with pictures and colors, visualizing, drawing.
Bodily-kinesthetic	athletics, dancing, acting, crafts, using tools.	move around, touch and talk, body language.	touching, moving, processing knowledge through bodily sensations.
Musical	singing, picking up sounds, remembering melodies, rhythms.	sing, hum, play an instrument, listen to music.	rhythm, melody, singing, listening to music and melodies.
Interpersonal	understanding people, leading, organizing, communicating, resolving conflicts, selling.	have friends, talk to people, join groups.	sharing, comparing, relating, interviewing, cooperating.
Intrapersonal	understanding self, recognizing strengths and weaknesses, setting goals.	work alone, reflect, pursue interests.	working alone, doing self-paced projects, having space, reflecting.
Naturalist	understanding nature, making distinctions, identifying flora and fauna.	be involved with nature, make distinctions.	working in nature, exploring things, learning about plants and natural events.

For further information on how you can invent your intelligence visit http://www.gigglepotz.com/mi.htm