anything you want: Cooperative Learning

COOPERATIVE LEARNING

Arranged by:

AMILA RIZQI WULAN UTAMI ( 10315244009 )

ADITYA HILMAN PRATAMA ( 10315244015 )

DESTIKA SETYA PRATIWI (10315244017 )

PRISMA AKBAR DHINA ( 10315244026 )

BETI LILIANI FAJRIN ( 10315244032 )

DEPARTMENT OF NATURAL SCIENCE EDUCATION

MATHEMATICS AND SCIENCE FACULTY

YOGYAKARTA STATE UNIVERSITY

2011

COOPERATIVE LEARNING

A. Purposes

1. Students are able to understand about cooperative learning.

2. Students are able to understand the steps of cooperative learning.

3. Students are able to mention the activity teacher and students at each steps in cooperative learning.

B. Background

The past decade has seen an explosion of interest among college faculty in the teaching methods variously grouped under the terms 'active learning' and 'cooperative learning'. However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode. Some of the criticism and hesitation seems to originate in the idea that techniques of active and cooperative learning are genuine alternatives to, rather than enhancements of, professor’s lectures. We provide below a survey of a wide variety of active learning techniques which can be used to supplement rather than replace lectures. We are not advocating complete abandonment of lecturing, as both of us still lecture about half of the class period. The lecture is a very efficient way to present information but use of the lecture as the only mode of instruction presents problems for both the instructor and the students. There is a large amount of research attesting to the benefits of active learning.

"Active Learning" is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. This includes everything from listening practices which help the students to absorb what they hear, to short writing exercises in which students react to lecture material, to complex group exercises in which students apply course material to "real life" situations and/or to new problems. The term "cooperative learning" covers the subset of active learning activities which students do as groups of three or more, rather than alone or in pairs; generally, cooperative learning techniques employ more formally structured groups of students assigned complex tasks, such as multiple-step exercises, research projects, or presentations. Cooperative learning is to be distinguished from another now well-defined term of art, "collaborative learning", which refers to those classroom strategies which have the instructor and the students placed on an equal footing working together in, for example, designing assignments, choosing texts, and presenting material to the class. Clearly, collaborative learning is a more radical departure from tradition than merely utilizing techniques aimed at enhancing student retention of material presented by the instructor; we will limit our examples to the "less radical" active and cooperative learning techniques. "Techniques of active learning", then, are those activities which an instructor incorporates into the classroom to foster active learning.

C. Basic Theory

Cooperative learning is a generic term for various small group interactive instructional procedures. Students work together on academic tasks in small groups to help themselves and their teammates learn together. In general, cooperative learning methods share the following five characteristics.

Student work together on common tasks or learning activities that are best handled through group work.
Students work together in small groups containing two to five members.
Students use cooperative, pro-social behavior to accomplish their common tasks or learning activities.
Students are positively interdependent. Activities are structured so that students need each other to accomplish their common tasks or learning activities.
Students are individually accountable or responsible for their work or learning.

Cooperative Learning enhances student learning by:

providing a shared cognitive set of information between students,
motivating students to learn the material,
ensuring that students construct their own knowledge,
providing formative feedback,
developing social and group skills necessary for success outside the classroom, and
promoting positive interaction between members of different cultural and socio-economic groups.

Cooperative Learning Structures and Techniques

Three-step Interview

Three-step interviews can be used as an ice breaker for team members to get to know one another or can be used to get to know concepts in depth, by assigning roles to students.

Faculty assigns roles or students can "play" themselves. Faculty may also give interview questions or information that should be "found."
A interviews B for the specified number of minutes, listening attentively and asking probing questions.
At a signal, students reverse roles and B interviews A for the same number of minutes.
At another signal, each pair turns to another pair, forming a group of four. Each member of the group introduces his or her partner, highlighting the most interesting points.

Roundtable

Roundtable structures can be used to brainstorm ideas and to generate a large number of responses to a single question or a group of questions.

Faculty poses question.
One piece of paper and pen per group.
First student writes one response, and says it out loud.
First student passes paper to the left, second student writes response, etc.
Continues around group until time elapses.
Students may say "pass" at any time.
Group stops when time is called.

The key here is the question or the problem you've asked the students to consider. It has to be one that has the potential for a number of different "right" answers. Relate the question to the course unit, but keep it simple so every student can have some input.

Once time is called, determine what you want to have the students do with the lists. They may want to discuss the multitude of answers or solutions or they may want to share the lists with the entire class.

Focused Listing

Focused listing can be used as a brainstorming technique or as a technique to generate descriptions and definitions for concepts. Focused listing asks the students to generate words to define or describe something. Once students have completed this activity, you can use these lists to facilitate group and class discussion.

Example: Ask students to list 5-7 words or phrases that describe or define what a motivated student does. From there, you might ask students to get together in small groups to discuss the lists, or to select the one that they can all agree on. Combine this technique with a number of the other techniques and you can have a powerful cooperative learning structure.

Structured Problem-solving

Structured problem-solving can be used in conjunction with several other cooperative learning structures.

Have the participants brainstorm or select a problem for them to consider.
Assign numbers to members of each group (or use playing cards). Have each member of the group be a different number or suit.
Discuss task as group.
Each participant should be prepared to respond. Each member of the group needs to understand the response well enough to give the response with no help from the other members of the group.
Ask an individual from each group to respond. Call on the individual by number (or suit).

One Minute Papers

Ask students to comment on the following questions. Give them one minute and time them. This activity focuses them on the content and can also provide feedback to you as a teacher.

What was the most important or useful thing you learned today?
What two important questions do you still have; what remains unclear?
What would you like to know more about?

You can use these one minute papers to begin the next day's discussion, to facilitate discussion within a group, or to provide you with feedback on where the student is in his or her understanding of the material.

Paired Annotations

Students pair up to review/learn same article, chapter or content area and exchange double-entry journals for reading and reflection.

Students discuss key points and look for divergent and convergent thinking and ideas.

Together students prepare a composite annotation that summarizes the article, chapter, or concept.

Structured Learning Team Group Roles

When putting together groups, you may want to consider assigning (or having students select) their roles for the group. Students may also rotate group roles depending on the activity.

Potential group roles and their functions include:

Leader - The leader is responsible for keeping the group on the assigned task at hand. S/he also makes sure that all members of the group have an opportunity to participate, learn and have the respect of their team members. The leader may also want to check to make sure that all of the group members have mastered the learning points of a group exercise.
Recorder - The recorder picks and maintains the group files and folders on a daily basis and keeps records of all group activities including the material contributed by each group member. The recorder writes out the solutions to problems for the group to use as notes or to submit to the instructor. The recorder may also prepare presentation materials when the group makes oral presentations to the class.
Reporter - The reporter gives oral responses to the class about the group's activities or conclusions.
Monitor - The monitor is responsible for making sure that the group's work area is left the way it was found and acts as a timekeeper for timed activities.
Wildcard (in groups of five) - The wildcard acts as an assistant to the group leader and assumes the role of any member that may be missing.

Send-A-Problem

Send-A-Problem can be used as a way to get groups to discuss and review material, or potential solutions to problems related to content information.

 Each member of a group generates a problem and writes it down on a card. Each member of the group then asks the question to other members.

 If the question can be answered and all members of the group agree on the answer, then that answer is written on the back of the card. If there is no consensus on the answer, the question is revised so that an answer can be agreed upon.

 The group puts a Q on the side of the card with the question on it, and an A on the side of the card with an answer on it.

 Each group sends its question cards to another group.

 Each group member takes ones question from the stack of questions and reads one question at a time to the group. After reading the first question, the group discusses it.

 If the group agrees on the answer, they turn the card over to see if they agree with the first group's answer.

 If there again is consensus, they proceed to the next question.

 If they do not agree with the first group's answer, the second group write their answer on the back of the card as an alternative answer.

 The second group reviews and answers each question in the stack of cards, repeating the procedure outlined above.

 The question cards can be sent to a third, fourth, or fifth group, if desired.

 Stacks of cards are then sent back to the originating group. The sending group can then discuss and clarify any question

Variation: A variation on the send a problem is to use the process to get groups to discuss a real problem for which there may be no one set answer.

Groups decide on one problem they will consider. It is best if each group considers a different problem.
The same process is used, with the first group brainstorming solutions to a single problem. The problem is written on a piece of paper and attached to the outside of a folder. The solutions are listed and enclosed inside the folder.
The folder is then passed to the next group. Each group brainstorms for 3-5 minutes on the problems they receive without reading the previous group's work and then place their solutions inside the folders.
This process may continue to one or more groups. The last group reviews all the solutions posed by all of the previous groups and develops a prioritized list of possible solutions. This list is then presented to the group.

Value Line

One way to form heterogeneous groups, is to use a value line.

Present an issue or topic to the group and ask each member to determine how they feel about the issue (could use a 1-10 scale; 1 being strong agreement, 10 being strong disagreement).
Form a rank-ordered line and number the participants from 1 up (from strong agreement to strong disagreement, for example).
Form your groups of four by pulling one person from each end of the value line and two people from the middle of the group (for example, if you had 20 people, one group might consist of persons 1, 10, 11, 20).

Uncommon Commonalities

Uncommon Commonalities can be used to foster a more cohesive group.

Groups get together and first list individual things about themselves that define them as people).
Groups then discussed each item, finding things that 1, 2, 3, or 4 of them have in common.
When the group finds an item that all of them have in common, they list that item under 4; when they find something that 3 of them have in common, the list that item under 3, etc.

Team Expectations

Some of the common fears about working with groups include student fears that each member will not pull their weight as a part of the group. Students are scared that their grade will be lower as a result of the group learning vs. learning they do individually. One way to address this issue is to use a group activity to allow the group to outline acceptable group behavior. Put together a form and ask groups to first list behaviors (expectations) they expect from each individual, each pair and as a group as a whole.

Groups then can use this as a way to monitor individual contributions to the group and as a way to evaluate group participation.

Double Entry Journal

The Double Entry Journal can be used as a way for students to take notes on articles and other resources they read in preparation for class discussion.

Students read and reflect on the assigned reading(s).
Students prepare the double entry journal, listing critical points of the readings (as they see them) and any responses to the readings, in general, or specific critical points.
Students bring their journal notes to class
Once in class, students may use their double entry journal to begin discussion, to do a paired annotation, or for other classroom and group activity.

Guided Reciprocal Peer Questioning

The goal of this activity is to generate discussion among student groups about a specific topic or content area.

Faculty conducts a brief (10-15 minutes) lecture on a topic or content area. Faculty may assign a reading or written assignment as well.
Instructor then gives the students a set of generic question stems.
Students work individually to write their own questions based on the material being covered.
Students do not have to be able to answer the questions they pose. This activity is designed to force students to think about ideas relevant to the content area.
Students should use as many question stems as possible.
Grouped into learning teams, each student offers a question for discussion, using the different stems.

Sample question stems:

What is the main idea of...?
What if...?
How does...affect...?
What is a new example of...?
Explain why...?
Explain how...?
How does this relate to what I've learned before?
What conclusions can I draw about...?
What is the difference between... and...?
How are...and...similar?
How would I use...to...?
What are the strengths and weaknesses of...?
What is the best...and why?

D. Tools and materials

1. Laptop

2. Video cooperative learning

3. Paper

4. Pen

E. Lab Work Procedures

a. Looking lively the video cooperative learning

b. Making a note steps of cooperative learning in the video

c. Analyzing the steps of cooperative learning that appear in the video

d. Observing the activity teacher and students at each steps in cooperative learning

e. Making the while report

F. Lab Work Activities Result

NO	Steps	Activities
1.	Tell the aim and support the students	· Teacher give some motivation and asks the student’s condition. · Reminds the students about the last week’s subject that still related with the present subject. · Give a quiz that the students have to do. · Teacher explain the subject that will be learned today · Teacher tell the standarized competition and the basic competention that should be reached
2.	Deliver the information	· Teacher delivers the information with a demonstration or literature · Teacher delivers student’s portopholio · The information presentation can be done by asking the student to read and do the suitable portopholio, then they should discuss it together. · Teacher persuades the students to be active in their presentation
3.	Organize the students in some groups	· Teacher explain the students how to make some group · Teacher helps each of the group to do transition eficiently · Teacher divided into 3 groups, tell the members of each groups and arranged each group position. · Teacher devided portopholio to the students to be learned in 5 minutes. · Teacher explain the function of the equipment that are needed in the observation and devides it to each group · Teacher direct the students to go outside the school environment
4.	Lead group to work and learn	· Students fuses and work with their group · Students written down what they find in the observation. · Students asks what it not clear yet actively · Teacher helps students in the observation. · When it is finish, teacher situated students to go to the classroom
5.	Evaluation	· Teacher asks each groups to presentate the result · Teacher conclude the subject
6.	Giving a honor	· Teacher considers each groups work · Teacher give a mark for each groups. · Teacher finishes the lesson by giving a quiz · Teacher asks students to presentate their work · Students answer it actively.

G. Discussion

Pada tanggal 15 september 2011, bertempat di laboratorium IPA 2 kami mengamati video model pembelajaran cooperative learning. Model Pembelajaran cooperative learning (MPCL) beranjak dari dasar pemikiran "getting better together", yang menekankan pada pemberian kesempatan belajar yang lebih luas dan suasana yang kondusif kepada siswa untuk memperoleh, dan mengembangkan pengetahuan, sikap, nilai, serta keterampilan-keterampilan sosial yang bermanfaat bagi kehidupannya di masyarakat. Melalui MPCL, siswa bukan hanya belajar dan menerima apa yang disajikan oleh guru dalam PBM, melainkan bisa juga belajar dari siswa lainnya, dan sekaligus mempunyai kesempatan untuk membelajarkan siswa yang lain. Proses pembelajaran dengan MPCL ini mampu merangsang dan menggugah potensi siswa secara optimal dalam suasana belajar pada kelompok-kelompok kecil yang terdiri dari 2 sampai 6 orang siswa (Stahl, 1994: 36). Pada saat siswa belajar dalam kelompok akan berkembang suasana belajar yang terbuka dalam dimensi kesejawatan, karena pada saat itu akan terjadi proses belajar kolaboratif dalam hubungan pribadi yang saling membutuhkan. Pada saat itu juga siswa yang belajar dalam kelompok kecil akan tumbuh dan berkembang pola belajar tutor sebaya (peer group) dan belajar secara bekerjasama (cooperative).

Dalam model pembelajaran cooperative learning terdapat 6 fase, fase-fase tersebut yaitu fase menyampaikan tujuan dan memotivasi siswa, fase menyampaikan informasi, fase mengorganisasikan siswa ke dalam kelompok belajar, fase membimbing kelompok bekerja dan belajar, fase evaluasi, dan yang terakhir yaitu fase memberikan penghargaan. Fase-fase tersebut akan dibahas satu persatu sebagai berikut :

1. Fase menyampaikan tujuan dan memotivasi siswa

Dalam video yang kami lihat pada fase menyampaikan tujuan dan memotivasi siswa, awalnya guru memberikan motivasi dan menanyakan kabar siswa agar situasi belajar mengajar tidak terlalu tegang, kemudian guru tersebut mengingatkan kembali kepada siswa tentang materi-materi minggu lalu yang masih berkaitan dengan materi yang akan diajarkan. Hal ini sangat dibutuhkan dan penting karena materi yang diajarkan masih berkaitan dengan materi minggu lalu jadi sebelum materi tersebut dilanjutkan, siswa harus terlebih dahulu mengingat materi minggu lalu. Aktivitas selanjutnya yaitu guru memberikan pertanyaan atau dalam hal ini disebut kuis untuk dijawab oleh siswa. Aktivitas ini dimaksudkan agar siswa terbiasa untuk aktif menjawab karena pada pembelajaran cooperative learning, siswa adalah subyek pembelajaran dan guru hanya sebagai perantara. Setelah seluruh kuis dapat dijawab dan dibahas dengan tuntas, guru menjelaskan materi apa yang akan dipelajari hari ini. Hal yang sangat penting sebelum proses pembelajaran dimulai adalah guru memberitahukan kepada siswa mengenai standar kompetensi dan kompetensi dasar yang harus dicapai.

Menurut Egsenck motivasi merupakan suatu proses yang menentukan tingkatan kegiatan, intensitas, konsisten, serta arah umum dari tingkah laku manusia. Seseorang termotivasi atau terdorong untuk melakukan sesuatu karena adanya tujuan atau kebutuhan yang hendak dicapai. Tujuan atau kebutuhan tersebut akan mengarahkan perilaku seseorang. Motivasi berdasarkan sifatnya dibagi menjadi dua macam, yaitu :

a. Motivasi Intrinsik

Motivasi intrinsik adalah motivasi yang menjadi aktif atau berfungsinya tidak perlu ada perangsang dari luar, karena dalam diri setiap individu sudah ada dorongan untuk melakukan sesuatu. Dengan demikian, tingkah laku yang dilakukan seseorang disebabkan oleh kemauan sendiri bukan dorongan dari luar.

b. Motivasi Ekstrinsik

Motivasi ekstrinsik merupakan motif yang aktif dan berfungsi karena adanya dorongan atau rangsangan dari luar. Tujuan yang diinginkan dari tingkah laku yang digerakkan oleh motivasi ekstrinsik terletak diluar tingkah laku tersebut.

2. Fase menyampaikan informasi

Aktivitas yang dilakukan guru dan siswa pada saat fase menyampaikan informasi yaitu guru menyampaikan informasi tentunya. Informasi tersebut disampaikan dengan cara demonstrasi atau melalui bahan bacaan. Setelah siswa memahami informasi yang disampaikan guru, guru membagikan LKS kepada siswa untuk dibaca dan dikerjakan soal yang ada di dalam LKS tersebut, didiskusikan. Pada fase ini, guru dituntut untuk membuat siswa aktif menyampaikan dan mempresentasikan jawaban mereka, guru tidak boleh terlalu mendikte siswanya.

3. Fase mengorganisasikan siswa dalam kelompok belajar

Yang pertama kali dilakukan dalam fase ini yaitu guru harus terlebih dahulu menjelaskan kepada siswa bagaimana caranya untuk membentuk sebuah kelompok belajar. Atau guru dapat membagi langsung para siswa ke dalam beberapa kelompok belajar berdasarkan kemampuan akademiknya. Sebaiknya dalam setiap kelompok jangan berisi siswa yang pandai semua melainkan juga harus ada siswa yang memiliki kemampuan akademik yang masih kurang. Selanjutnya guru membantu setiap kelompok agar melakukan transisi secara efisien dan mengatur posisi letak duduk kelompok-kelompok tersebut. Kemudian guru membagikan LKS kepada siswa untuk dipelajari kurang lebih selama 5 menit. Guru juga harus menjelaskan fungsi dari tiap-tiap alat yang akan digunakan untuk kegiatan pengamatan di luar, setelah dijelaskan kemudian alat tersebut dibagikan ke masing-masing kelompok. Setelah semua penjelasan guru dapat dipahami oleh siswa, maka berikutnya guru mengarahkan siswa ke luar lingkungan sekolah untuk melaksanakan kegiatan yang telah ditentukan. Guru harus selalu mengawasi kegiatan siswa tersebut.

4. Fase membimbing kelompok bekerja dan belajar.

Ketika siswa sudah bergabung dalam kelompoknya masing-masing, maka siswa harus mulai membagi tugas antar anggota kelompok agar dapat mempermudah melaksanakan kegiatan. Siswa mencatat apa yang ditemukan pada saat melakukan observasi / kegiatan di luar. Dalam fase ini guru juga harus membimbing siswa agar aktif untuk menanyakan apa yang belum jelas. Ketika siswa melakukan observasi guru harus senantiasa mendampingi dan membantu siswa dalam melakukan pengamatan. Setelah kegiatan diluar selesai selanjutnya guru mengkondisikan siswa kembali untuk masuk ke ruang kelas.

5. Fase Evaluasi

Dalam fase ini yang harus dilakukan oleh guru yaitu meminta kepada masing-masing kelompok untuk mempresentasikan hasil dari pengamatan yang telah dilakukan tadi. Kegiatan presentasi ini juga sebaiknya dibarengi dengan aktivitas tanya jawab antar masing-masing siswa agar guru dapat menilai sejauh mana pemahaman mereka tentang materi yang dipresentasikan. Setelah kegiatan presentasi selesai, guru selanjutnya mengevaluasi masing-masing kelompok tentang apa yang masih kurang dan perlu ditambahkan. Dan tidak lupa guru juga menyimpulkan semua materi berdasarkan kegiatan yang telah dilaksanakan.

6. Fase memberikan penghargaan

Guru menilai kinerja tiap kelompok dan selanjutnya memberikan point (penghargaan) untuk tiap-tiap kelompok sesuai dengan kinerja kelomkpok tersebut.

Kemudian guru menutup pel;ajaran dengan memberikan kuis / pertanyaan seputar kegiatan yang baru saja dilakukan dan guru meminta siswa untuk aktif menjawab serta memaparkan jawabannya secara jelas. Guru juga dapat memancing keaktivan siswa dalam menjawab pertanyaan dengan memberikan kredit nilai tambahan untuk siswa yang mampu menjawabnya.

Pembelajaran cooperative learning ini sangat penting dan baik diterapkan oleh seorang guru kepada siswanya karena hasil-hasil penelitian menunjukkan bahwa karakteristik pembelajaran kooperatif lebih banyak meningkatkan belajar dibandingkan dengan pengalaman-pengalaman belajar individual atau kompetitif.

Tiga tujuan pembelajaran kooperatif (Mulyasa, 2004) yaitu:
1. Hasil akademik

Pembelajaran kooperatif bertujuan untuk meningkatkan kinerja siswa dalam tugas-tugas akademik. Pembelajaran kooperatif dapat memberi keuntungan baik pada siswa kelompok bawah maupun kelompok atas yang bekerja bersama menyelesaikan tugas-tugas akademik. Siswa kelompok atas akan menjadi tutor bagi siswa kelompok bawah, jadi memperoleh bantuan khusus dari teman sebaya, yang mempunyai orientasi dan bahasa yang sama. Dalam proses tutorial ini , siswa kelompok atas akan meningkatkan kemampuan akademiknya karena memberi pelayanan sebagai tutor membutuhkan pemikiran lebih mendalam tentang hubungan ide-ide yang terdapat di dalam materi tertentu.
2. Penerimaan terhadap perbedaan individu

Efek penting yang kedua dari model pembelajaran kooperatif adalah penerimaan yang luas terhadap orang berbeda ras, budaya, kelas sosial, kemampuan maupun ketidakmampuan.

3. Pengembangan keterampilan sosial

Tujuan penting Ketiga dari pembelajaran kooperatif ialah mengajarkan kepada siswa keterampilan kerja sama dan kolaborasi.

H. Conclusion

· Cooperative learning is a generic term for various small group interactive instructional procedures. Students work together on academic tasks in small groups to help themselves and their teammates learn together.

· The steps of cooperative learning are :

a. Tell the aim and support the students

b. Deliver the information

c. Organize the students in some groups

d. Lead group to work and learn

e. Evaluation

f. Giving a honor

· The activity teacher and students at each steps in cooperative learning :

· Tell the aim and support the students

· Teacher give some motivation and asks the student’s condition.

· Reminds the students about the last week’s subject that still related with the present subject.

· Give a quiz that the students have to do.

· Teacher explain the subject that will be learned today

· Teacher tell the standarized competition and the basic competention that should be reached

· Deliver the information

· Teacher delivers the information with a demonstration or literature

· Teacher delivers student’s portopholio

· The information presentation can be done by asking the student to read and do the suitable portopholio, then they should discuss it together.

· Teacher persuades the students to be active in their presentation

· Organize the students in some groups

· Teacher explain the students how to make some group

· Teacher helps each of the group to do transition eficiently

· Teacher divided into 3 groups, tell the members of each groups and arranged each group position.

· Teacher devided portopholio to the students to be learned in 5 minutes.

· Teacher explain the function of the equipment that are needed in the observation and devides it to each group

· Teacher direct the students to go outside the school environment

· Lead group to work and learn

· Students fuses and work with their group

· Students written down what they find in the observation.

· Students asks what it not clear yet actively

· Teacher helps students in the observation.

· When it is finish, teacher situated students to go to the classroom

· Evaluation

· Teacher asks each groups to presentate the result

· Teacher conclude the subject

· Giving a honor

· Teacher considers each groups work

· Teacher give a mark for each groups.

· Teacher finishes the lesson by giving a quiz

· Teacher asks students to presentate their work

· Students answer it actively.

I. Assigment

1. Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.

2. We use cooperative learning in teaching and learning process because cooperative learning:

- promote student learning and academic achievement

- increase student retention

- enhance student satisfaction with their learning experience

- help students develop skills in oral communication

- develop students' social skills

- promote student self-esteem

- help to promote positive race relations

3. The elements of cooperative learning are:

a. Positive Interdependence (sink or swim together)

Each group member's efforts are required and indispensable for group success
Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities

b.Face-to-Face Interaction (promote each other's success)

Orally explaining how to solve problems
Teaching one's knowledge to other
Checking for understanding
Discussing concepts being learned
Connecting present with past learning

c. Individual & Group Accountability ( no hitchhiking! no social loafing)

Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be.
Giving an individual test to each student.
Randomly examining students orally by calling on one student to present his or her group's work to the teacher (in the presence of the group) or to the entire class.
Observing each group and recording the frequency with which each member-contributes to the group's work.
Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers.
Having students teach what they learned to someone else.

d. Interpersonal & Small-Group Skills

Social skills must be taught:

Leadership
Decision-making
Trust-building
Communication
Conflict-management skills

e. Group Processing

Group members discuss how well they are achieving their goals and maintaining effective working relationships
Describe what member actions are helpful and not helpful
Make decisions about what behaviors to continue or change

4. Five Steps in Using Cooperative Learning

1. Choose an approach

Students in heterogeneous groups of four to five members use study device to master academic material and then help each other learn the material through tutoring, quizzing and team discussions. Each member of a five or six member heterogeneous group is responsible for mastering a portion of the material and then teaching that part to the other team members. The most complex cooperative learning approach and most difficult to implement. Student are involved in planning the group topics as the ways in which they will proceed with their investigations. Once students select topics for study, they conduct in-dept investigations and then prepare and present a report to the whole class. The teacher poses a question to the entire class and students provide answers by raising their hands and are called on with the goal of increasing student acquisition of academic content and teaching social skills. The teacher poses a question to the entire class and the students spend a moment thinking alone about their answer. The teacher asks the students to pair off with one classmate and discuss their answers with their partner for four to five minutes. The teacher asks the pairs to share their answers with the entire class. The teacher has groups of three to five members number off so that each member has a different number. The teacher asks either a very specific or very broad question, depending on the subject matter. Students put their heads together to arrive at an answer and make sure that everyone knows the answer. The teacher calls out a number share their answer with the entire class.

2. Choose appropriate content

Teacher must be sure to choose content that will spark and keep the interest of the student. If the students do not find the content interesting and appropriately challenging, they will quickly lose interest and the cooperative learning approach will fail. Research shows that the more conceptual knowledge is emphasized the more successful cooperative learning will be.

3. Form student teams

The formation of student teams will vary according to the goals and objective of the lesson as well as the diversity among racial, ethical, gender and ability groups. Teacher selected groups have been proven time and again to be the best method of forming teams because it ensures a good mix and avoids friends from working together, which neglects to achieve the goal of improvement of social interactions among students who do not know each other as well.

4. Develop materials

Teachers usually provide verbal information along with worksheets, outlines and study guides during a cooperative learning lesson. Good materials take time to develop and must be both interesting and at an appropriate reading level for the students or they will no be able to understand the lesson and will quickly become uninterested and give up. Teachers can reach out to librarians and media specialists for assistance in choosing exiting and appropriate materials to implement into the cooperative learning lesson.

5. Plant for orienting students to tasks and roles

students who are unfamiliar with the cooperative learning modal will need to be taught about the modal and be clear on their roles as well as the teacher’s expectations during this type of lesson. Students also need to be made aware that the reward structure will be cooperatively based, not competitively based like most other class work. Help students develop social skills naturally or by specific teaching of the required skills in the following areas:

· Leadership, decision-making, trust-building, Communication, conflict-management skills

· Provide opportunities for students to”naturally” use social skills in fun or high social skills

· Assign roles and skills and teach associated response modes and gambits.

6. Plan for the use of time and space

Most teachers underestimate the amount of time it takes to conduct a successful cooperative learning lesson. It is crucial to carefully plan for the additional time that it will take students to interact with one another during cooperative learning lessons. Reflection (group processing) is an essential part of the cooperative learning process. Cluster seating is a popular seating arrangement for cooperative learning because it allows students to sit in groups of four or six during their small group discussions.

J. References

Solomon, R., Davidson, N., & Solomon, E. (1992). Handbook for the Fourth R: Relationship Activities for Cooperative and Collegial Learning . (Volume III). Columbia: National Institute for Relationship Training, Inc.

Kagan, S. (1992). Cooperative learning (2nd ed.). San Juan Capistrano, CA: Resources for Teachers.

Mulyasa. (2004). Pembelajaran Cooperative. Yogyakarta: Tiga Serangkai.

Stahl. (1994). Cooperative activities in the classroom. Baltimore, MD: The Johns Hopkins University Press

Davis, J.R. Better teaching, more learning. Phoenix, AZ: The Oryx Press.

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Sunday, 15 April 2012

Cooperative Learning