COOPERATIVE LEARNING

Group 2 : Fifi | Nurlaila| Siti Ida| Zelly Tulus

THE NEED OF COOPERATIVE LEARNING

Schools are dealing with Population shift

The duty of educators are not only giving knowledge

Educators need to provide students they need for productive and happy life

Schools must produce students capable of higher level thinking skill,

communication skills and social skill

COOPERATIVE LEARNING

Population Shift

Transformed Socialization Practices

Transformed EconomyTransformed

Demographics

Transform socialization

practices

Family Structure

Television

Antisocial Content

Advertising

Erosion Of Family Communication

Consequences of the Socialization Void

These changes have resulted in students who lack social skills and attachment

Do not know how to get along, care for each other

They produce non-adaptive competitiveness

Among Average group of 640 high school, have several problems

Commit Suicide

Crimes again person

Vandalism

Leave School

School must fill the Socialization Void

Schools cannot stay quiet and stay out schools should take care the morality

and social development of students

School must provide the Value of Caring, Sharing and Helping

Cooperative Learning gives more facilitative and encouraging interaction

among students

Transformed Economy

Agriculture to Industry

Industry to Information

Management

Interdependence in Manufacturing

The Change of Rate Scale

Schools Must Prepare for The New Economy

Transformed Demographics

• We are becoming more urban

• Children in urban environments are less cooerativeUrbanization

• Cooperative learning methods, which assume heterogeneity, are better designed to cope with the diversity of today’s students

Racial Diversity & “New Majority”

• Hypothesis: “The reason for the poor record of schools in educating students is traditional structures that heavily on competitive task and rewards structures”

Achievement Crisis

• Students are not prepared by the schoold to work well in a racially integrated, democratic society

• Cross-ethnic friendships increased in the cooperative learning classroom over control classroom

Race-relations

• Cooperative learning respons to the needs of students, who are limited in English proficiency, as it allows improved comprehension, production of language

• Increased racial diversity will result 2 crises within school: (1) a failure to educate and hold most students (2) increased racial tension and segregation along race lines among students

Increased Numbers of Limited English

Proficiency Students

Cooperative Learning

Students should work together to learn and are responsible for their teammates’

learning as well as their own (Slavin, 1995)

Five basic elements (Johnson, Johnson and Holubec, 1994; Holt 1993)

1. Positive Interdependence

2. Individual accountability

3. Face – to - face promotive interaction

4. Teaching social skill

5. Group Processing

What Does Cooperative Learning Do?

1. Academic Achievment:

• Two researchers who are David and Roger Johnson (1981) and Robert Slavin (1983b) found out

that students’ achievment taught using cooperative learning achieve better that competitive

and individual or traditional learning.

• The improvement is not only for major students, but also for minor students

2. Ethnic Relations

• Kagan and Associates (1985) and Robert Slavin (1983) found out that ethnic relations among

students become greater in Cooperative Learning.

3. Social and Effective Development

Social Skill

Self-direction

Liking for Class

Role-taking Abilities

Why Does Cooperative Learning Work?

Tutoring and Practice

• Peer Tutoring

It is effective in producing positive academic and social outcomes for both tutors and tutees. The students’ attitudes are more positive in peer tutoring classes

• Frequency and Type of Practice

Students spend a great deal practice on the items they most need to learn. In cooperative learning groups involve more frequent helping, tutoring and practice

• Time-on-task

The students spend more time-on-task. Increased time-on-task has been associated with increased achievement across a variety of learning methods. Peers are motivated to keep their teammates on task because that behavior result in higher rewards for their team

Motivation and Rewards• Pro-academic Peer Norms and Rewards

Cooperative learning groups involve more facilitative and encouraging interaction among students

• Frequent, Immediate Rewards

The rewards for achievement are more frequent and immediate from peers following academic gains

• Rewards for Improvement and Equal Reward Opportunity

All students have an equal opportunity to receive rewards. Each student’s performance is compared with

their past performance rather than other students’ performance

• Group-based Rewards

They have a direct effect on peer tutoring and student achievement. They also promote prosocial behaviors

that create interdependence among students which increases cooperative behaviors

Peer Support; Lowered Anxiety

• In the cooperative classroom, most content related student talk occurs either in

pairs within teams or in the small group

• Team members are supportive, hoping their team-mates will perform well-if

there is correction, it is in the process of negotiation of meaning, not in the

process of evaluation

Teacher Roles and Behaviors

• Teachers in cooperative classroom are freed from the responsibility of always

lecturing and directing

• Teachers can become consultants and gravitate to those students who can

benefit most from their attention

Students Roles and Behaviors

• Students in cooperative teams are more active, self-directing,

and expressive all of which may be associated with achievement

gains

• Students take direct responsibility for teaching each other and

receiving help from each other so that sstudents of different

ability levels have relatively equal status within their group

Models of Cooperative Learning

1. STAD

2. Jiqsaw

3. Group Investigation

4. Think – pair – share

5. Picture and picture

6. Mind mapping

7. Make a match

8. Debate

Slavin (1995), Frazee and Rudnitski (1995), and model model pembelajaran negara OEDC-USA

Conclusion• We are facing a severe crisis in education. If we do not change our educational

practices, we are headed toward a break-down in race relations and face the

inability to hold and educate the majority of our population to the minimum

educaational standards.

• As educators, we can have a direct positive impact, changing our schooling

practices in ways which will prepare our students for the interdependent world they

will face

• We need to include cooperative learning experienced in our classrooms, because students are left ill-prepared for a world which increaseingly demands highly

developed social skills to deal with increasing economic and social interdependence

• We need cooperative learning if we are to perserve democracy. Teacher-dominated

classroom structures leaves students unprepared for particiption in a democratic society.