ASSIGNMENT

Submitted by,

VIPIN RAJ

NO: 96

INTRODUCTION

Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to Cooperative Learning than merely arranging students into groups, and it has been described as "structuring positive interdependence." Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).Furthermore, the teacher's role changes from giving information to facilitating students' learning.Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks.

The use of a circle as both the organizational structure and descriptive metaphor for a meeting of equals is likely to have been a part of our history for as long as fire

has. The learning circle is a mechanism for organizing and honoring the collective wisdom of the group and is present in many indigenous cultures. For example, in

early native councils of elders came together to understand problems in a spirit of shared community in “wisdom circles.” The term Learning Circle has been used to

describe group efforts with clear links to social change . Over time and across countries, civic organizations, neighborhood communities, trade unions, churches

and social justice groups have used the idea of learning circles to empower their members to make choices and take action. The web can help locate the many ways both present and past that groups have used the term Study circle or Learning

Circle as a form of adult and student education. For example, Educators for Community Engagement,] find that learning circles—with their principles of equal

participation, reciprocity, and honoring of collective wisdom -embody the democratic principles of effective service-learning partnerships. They use learning

circles, rather than more traditional forms of group meetings, to structure their annual conferences. Primary teachers use a simple form of learning circles when

they gather the students at the rug for "circle time." However many educators are using learning circles to connect students from around the world. Among the goals

of this activity are helping students to develop the trust and respect for diversity of experience, and fostering both listening and speaking skills among peers.

Researchers have used learning circles as a form of professional development to improve their practice. A similar term, "Quality circle" was used in the 80's to

characterize the successful practice in corporate settings in which the hierarchical boundaries between workers and managers are flattened to encourage participatory

management and team leadership. Quality circles, originally associated with Japanese management and manufacturing techniques developed in Japan after

world war II, based on lectures of W. Edwards Deming (Joel & Ross, 1982). The goal was to encourage everyone to develop a strong sense of ownership over the

process and products of the group.

A think-pair-share activity is when learners take a minute to

ponder the previous lesson, later to discuss it with one or more

of their peers, finally to share it with the class as part of a formal discussion. It is during this formal discussion that the instructor

should clarify misconceptions. However students need a

background in the subject matter to converse in a meaningful way. Therefore a "think-pair-share" exercise is useful in

situations where learners can identify and relate what they already know to others. So preparation is key. Prepare learners

with sound instruction before expecting them to discuss it on

their own.

CONCLUSION

Research has shown that using cooperative learning in the classroom has

positive effects on academic achievement, interethnic relationships, the

development of English proficiency, acceptance of mainstreamed

academically handicapped students, self-esteem, liking of self and

others, and attitudes toward school and teachers.

When students work together toward a common goal, academic

work becomes valued by peers.

Students are motivated to help one another learn.

Students take responsibility for their own learning.

Students translate the teacher’s language into kid talk for one

another.

Students learn to see situations from another’s viewpoint, justify

their own viewpoints, and analyze ideas.

Students have fun learning.

When students have to organize their thoughts to explain ideas to

teammates, they engage in cognitive elaboration, or an extension of their

thinking, which enhances their own understanding, even when they are

learning in a second language.