合作语言教学法(课堂PPT)

8Cooperative lerning Activities
• Three-step interview • Roundtable • Think-Pair-Share • Solve-Pair-Share • Numbered Heads
• 2. Jigsaw: differentiated but predetermined input – evaluation and synthesis of facts and opinions.
• 3. Cooperative projects: topics/resources selected by students – discovery learning
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Theoretical Background
• Communicative approach
In the ESL classroom, CLL is seen as an extension of Communication Language Teaching that tends to be more learner-centered.
Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan 1992:8)
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Olsen and Kagan (1992) propose the following key elements of successful group-based learning in CL:
• Positive interdependence • Group formation • Individual accountability • Social skills • Structuring and structures
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• Constructivism
John Dewey (1913) is usually considered to have founded the theory of constructivism; he disapproved of approaches that saw students simply as recipients of the teacher’s knowledge but favored methods that allowed students to “construct their own knowledge through experience and problem solving” (LarsenFreeman & Anderson 2011, p. 151).
Cooperative Language Learning
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Contents
• Definition of CLL • Theoretical background of CLL • Design • Conclusions
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Definition
Cooperative Language Learning (CLL) is part of a more general instructional approach also known as Collaborative Learning (CL)
• Informal cooperative learning groups: These are ad-hoc groups that last from a few minutes to a class period
and are used to focus student attention or to facilitate learning during direct teaching. • Cooperative base groups: These are long term, lasting for at least a year and consist of heterogeneous learning groups with stable membership whose primary purpose is to allow members to give each other the support, help, encouragement, and assistance they need to succeed academically.
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Coelho (1992b: 132) describes three major kinds of cooperative learning tasks and their learning focus, each of which has many variations.
• 1. Team practice from common input – skills development and mastery of facts
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Types of learning and teaching activities
• Formal cooperative learning groups: These last from one class period to several weeks. These are established for a specific task and involve students working together to achieve shared learning goals.