Cooperative learning
- 1. . By Roger T. David W. Johnson Robert Gilman
- 2. Produced by Ms. Khanuengnit Thongkliang 57120308125
- 3. Three Basic Ways of Learning There are three basic ways students can interact with other as they learn. 1. They can compete to see who is "best. 2. They can work individualistically on their own toward a goal without paying attention to other students.
- 4. 3 犖о鹸犖犖朽犖劇犖犖犖迦犢犖犖犖迦牽犢犖犖朽権犖犖犖項 犖犖迦検犖о鹸犖犖朽犖劇犖犖犖迦犖犖迦見犖犖園犖犖項犢犖犖朽権犖犖犖朽犖犖迦検犖迦牽犖犖犖蹩巌肩犖園検犖犖園犖犢犖犖園犖犖項犖犖劇犖犢犖犖劇犖犖犖迦牽 犢犖犖朽権犖犖犖項 犖÷元犖犖園犖犖朽 1. 犖犖項犢犖犖朽権犖犖犖迦検犖迦牽犖犢犖犢犖犖犖園犖犖園犖犖項犖犖劇犖犖о犖迦犖犖犢犖犢犖犖犖朽犖犖伍 2. 犖犖項犢犖犖朽権犖犖犖迦犖迦犢犖犖朽犖∇硯犢犖犢犢犖犖∇犖朽犢犖÷犖犢犖犖犖犖犢犖犖犖項犢犖犖朽権犖犖犖犖犖劇犖 3. 犖犖項犢犖犖朽権犖犖犖迦検犖迦牽犖犖犖迦犖迦犖犢犖о検犖犖園犢犖犖∇犖園犖犖ム幻犢犖÷犖園犖犖項犖犖朽犖÷元犖犖о顕犖÷肩犖犢犖 犢犖犖÷厳犖犖犖犖園
- 5. Three Basic Ways of Learning 3. They can work cooperatively with a vested interest in each other's learning as well as their own.
- 6. The difference between three interaction patterns 1. Competitive situation is characterized by negative goal interdependence, where, when one person wins, the others lose. 2. Individualistic learning situation, students are independent of one another and are working toward a set criteria where their success depends on their own performance in relation to an established criteria.
- 7. The difference between three interaction patterns. 3. Cooperative learning situation, interaction is characterized by positive goal interdependence with individual accountability.
- 8. 犖犖о顕犖÷犖犖犖犢犖迦犖犖犖犖犖項犢犖犖犖犖迦牽犢犖犖朽権犖犖犖園犖犖犖迦検犖犖項犢犖犖 1. 犖犖迦牽犢犖犖朽権犖犢犖犖犢犖犢犖犖犖園 犢犖犢犖犖犖項犢犖犖犖犖迦牽犢犖犖朽権犖犖犖項犢犖犖∇犖犢犖犢犖犢 犖迦見犖÷顕犖∇犢犖迦 犖ム 犢犖犢犖犢犖犖犖犖劇賢犖犖項犖犖犖 犢犖犖犖犖劇賢犖犖項犢犖犢 2. 犖犖迦牽犢犖犖朽権犖犖犖項犢犖犖犢犖犖朽犖∇硯 犖犖劇賢 犖犖項犢犖犖朽権犖犢犖犢犖犖犖巌肩犖犖萎犖迦犖犖項犖犖劇犖犢犖ム鍵犖犖迦犖迦犢犖犖犖迦検 犢犖犖犖犢犖犖朽犖犖項犢犖犖朽権犖犖犖萎犖犖萎肩犖犖犖о顕犖÷肩犖迦犖犢犖犖犖迦検犖ム険犖犖犖犖萎犖犖犢犖犢犖ム鍵犖犖伍犖犖 3. 犖犖迦牽犢犖犖朽権犖犢犖犖犖犢犖о検犖÷厳犖 犢犖犢犖犖犖迦牽犢犖犖朽権犖犢犖犖犖÷元犢犖犢 犖迦見犖÷顕犖∇犖犖巌犖犖о犢犖犖∇犖迦牽 犢犖犖朽権犖犖犖項犖犢犖о犖犖伍犖犖ム犖犖∇賢犖園犖犢犖犖÷険犖犖
- 9. The Study Suggest; 1. Students achieve more in cooperative interaction than in competitive or individualistic interaction. 2. Students are more positive about school, subject areas, and teachers or professors when they are structured to work cooperatively.
- 10. The Study Suggest; 3. Students are more positive about each other when they learn cooperatively than when they learn alone. 4. Students are more effective interpersonally as a result of working cooperatively than when they work alone, competitively or individualistically.
- 11. 犖犢犖犢犖犖犖犢犖犖 1. 犖犖項犢犖犖朽権犖犖犖犖萎肩犖犖犖о顕犖÷肩犖迦犖犢犖犢犖犖犖迦牽犢犖犖朽権犖犖犖項犢犖犖犖犢犖о検犖÷厳犖犖÷顕犖犖犖о犖迦犖迦牽犢犖犖朽権犖 犢犖犖犢犖犖朽犖∇硯犖犖園犢犖ム鍵犖犖迦牽犢犖犖朽権犖犢犖犖犢犖犢犖犖犖園 2. 犖犖項犢犖犖朽権犖犖÷元犖犖о顕犖÷犖巌犖犢犖迦犖犖о犖犖園犢犖犖犢犖犖朽権犖 犖犖迦権犖о鹸犖犖 犢犖ム鍵犖犖犖項賢犖迦犖迦牽犖∇犢犖÷厳犢犖 犖犖о犢犖犖迦犖項犖犖園犢犖犢犢犖犖朽権犖犢犖犖犖犢犖о検犖÷厳犖 3. 犖犖項犢犖犖朽権犖犖÷元犖犖о顕犖÷犖巌犢犖犖巌犖犖о犖犖園犖犖項犢犖犖朽権犖犖犢犖о権犖犖園犢犖犖犢犖÷厳犢犖犢犖犖朽権犖犢犖犖犖犢犖о検犖÷厳犖 犖÷顕犖犖犖о犖迦犖犖朽権犖犖犖犢犖犖朽権犖 4. 犖犖項犢犖犖朽権犖犖犖犖萎肩犖犖犖о顕犖÷肩犖迦犖犢犖犢犖犖犖迦牽犢犖犖朽権犖犢犖犖∇犖項犖迦犖犖ム犖迦犖犖犖犖犖迦牽 犖犖迦犖迦犢犖犖犖犢犖о検犖÷厳犖犖÷顕犖犖犖о犖迦犖犖朽権犖犢犖犖犢犖犖朽犖∇硯犢犖ム鍵犖犖迦牽犢犖犖朽権犖犢犖犖犢犖犢犖犖犖園
- 12. STRUCTURING COOPERATIVE INTERACTION Select a lesson Although almost any learning situation can be adapted to be cooperative, competitive or individualistic, the teacher needs to select a place to start with cooperation.
- 13. 犢犖犖犖犖犖犢犖迦犖犖犖犖犖迦牽犢犖犖朽権犖犖犖項犢犖犖犖犢犖о検犖÷厳犖 犢犖ム厳犖犖犖犖犢犖犖朽権犖 犢犖÷犖о犖迦犖伍犖犖犢犖犖朽権犖犖犖萎肩犖迦検犖迦牽犖犖犖犖萎権犖伍犖犢犢犖犢犢犖犢犖犖犖迦牽犢犖犖朽権犖犖犖迦牽犖犖犖犢犖犖犖犢犖迦硯 犖÷検犖劇賢 犢犖犖犢犖犖朽犖∇硯犢犖ム鍵犖犖迦牽犢犖犢犖犖犖園 犖犖園犖犖犖朽犖犖犖項犖о牽犖犖萎犖ム厳犖犖犢犖犖劇犖犖犖迦犖朽犖犖萎犖犖巌犖÷犖迦牽 犢犖犖朽権犖犖犖項犢犖犖犖犢犖о検犖÷厳犖
- 14. Teachers make the following decisions: 1) Select the groups' size most appropriate for the lesson. 2) Assign the students to groups. For a variety of reasons, heterogeneous groups tend to be more powerful than extreme homogeneity. 3) Arrange the classroom. 4) Provide the appropriate materials.
- 15. Teachers responsibilities 1. Explain the task and cooperative goal structure to the students. A clear and specific description of the task needs to be given coupled with an explanation of the group goal.
- 16. Teachers responsibilities 2. Monitor the groups as they work. The teacher needs to monitor carefully how well the groups are functioning; determine what skills are lacking.
- 17. Note It is important to note that the cooperative group does not take the place of instruction, but instead translates it and makes it useful. The teacher will still need to introduce new material and students will need to research and study so that they have something to share with their peers within the group.
- 18. Using Cooperative learning in my class.
- 19. Using Cooperative learning in my class.
- 20. Conclusion
- 21. Good luck for all of you!