CLL 合作语言学习法

● Review & Practice tests
● Effective in situations where the composition is unstable (adult programs)
Jigsaw (Aronson)
Group: same material Member: different pieces Return to home groups
with a partner and discuss your answers
your partner's answer when called upon
Solve-Pair-Share
A problem
Solve individually
The 1960s and 1970s
The forced integration of public schools
理论基础
1 马斯洛的“需要”理论
2 “群体动力”理论
Five Goals
1 ↑ naturalistic second language acquisition(S) 2 ↑ a methodology can be applied in a variety of curriculum settings(T) 3 ↑ particular lexical items ,language structure,communicative function
Cooperative projects
Group: different topics Member: subtopics
Research the information (subtopics)
Synthesize
Presentation
● Individualization & Students' interests
Theory of language
1 communication
2 conversation
5 promises
3 maxims=rules (准则)
4 interaction
5 participation
Theory of learning
Cooperative Learning
social interaction
积极互赖 小组构成 个体责任 社交技能 组织结构
● What helps one member helps all and what hurts one member hurts all ● A spirit of mutual support ● Each group member's efforts are required and indispensable for group success
● Team practice from common input
● Jigsaw ● Cooperative projects
Team practice from common input
Same material
Everyone knows/ explains/ understands
Anyone
at least a year (long term)
heterogeneous [ˌhetərəˈdʒi:niəs ] learning groups
三因素理论
斯莱文（美国）
四因素理论
库埃豪（加拿大）
五因素理论
约翰逊兄弟（美国）
小组目标 个体责任 成功的均等机会
小组的形成与管理 任务设计 社会因素 探索性谈话
2 raise the achivement of all students
3 build positive relationships among students
4 foster cooperation rather than compitition
Background
The early 20th century John Dewey(U.S. educator)
● Three-step Interview （三步谈话） ● Roundtable （圆桌会议） ● Think-Pair-Share （结对思 考） ● Solve-Pair-Share （结对解答） ● Numbered Heads （随机点号）
Three-step interview
Student A: interviewer
● Blackboard Share (共享黑板） ● Round Robin (接力循环） ● Pairs Check （结对检查） ● Team Word-Webbing （小组语词联网） ● Match Mine （照我做） ● Inside/Outside Circles （内圈—外圈） ● Partners （小伙伴） ● Jigsaw （切块拼接） ● STAD （学生小组成绩分工法） ● GI （小组调查法） ● MURDER （组合阅读法）
3 Positive Interdependece 4 Positive Correlation
2 If I swim ,you sink;If you swim,I sink 3 Negative Interdependence
4 Negative Correlation
Advantages of CLL
Wide applicability
ESP
The four skills
Grammar
Pronunciation
Vocabulary
Particular form of language syllabus
Systematic and carefully planned use of group-based procedures in teaching
If you have an apple and I have an apple and we exchange these apples then you and I will still each have one apple.But if you have an idea and I have an idea and we exchange these ideas ,then each of us will have two ideas.
Jean Piaget+Lev Vygotsky
critical thinking
the Question Matrix（word pair)
Cooperative Learning
1 Group Goal
Competitive Learning
1 Indivadual Goal
2 We sink or swim toghter
sink or swim together
tasks
● Size age 2 —4
time limits
teacher-selected √ ● Assignment random student-selected
● Something that every team member must shoulder ● Each member group is accountable for his/her learning and actions as well as the group learning and performance ● An element required to prevent and lower the likelihood of free riders or social loafing
● The way students interact with each other as teammates
● Leadership, decision-making, trust-building, communication, conflictmanagement skills
● Ways of organizing student interaction
6 ↑ resources and more active roles
Design
Objectives The Syllabus Types of CL Groups
Conclusions
Key Elements
Activity Types of CLL CLL Activities Roles (Learner, Teacher, Instructional Materials) Procedure
to give each other the support, help, encouragement, and assistance
one class period— learning groups several weeks
a few minutes—a class period
ad-hoc (special) groups
百度文库
Student B: interviewee Reverse
Share information (two interviews)
Roundtable
Round Robin
Think-Pair-share
● Think ● Pair ● Share
about your answer individually
● Both two groups involvement ● Multilevel class ● Information-gap activities
Students with the same piece regroup in expert groups
Share & Synthesize
Information-gap activities are those in which students are given different bits of information. By sharing this separate information they can complete a task.
Johnson brothers
Formal cooperative learning groups Informal cooperative learning groups
Cooperative base groups
Time
Groups
Purpose
to achieve shared learning goals to focus student attention/ facilitate learning
1 ↑ frequency and variety
2 ↑ cognitive development language skills 3 ↑ language + content--based instruction 4 ↑ language and concept learning
5 ↑ communication
Cooperative Language Learning
Contents
1 Background 2 Approach 3 Design
4 Conclusions
Cooperative Language Learning
1 make maximum use of cooperative activities(like pairs and groups)
4 ↑successful learning and communicative stategies (S)
5 ↑motivation and stress ↓(S)
Theory of language(5 promises)
Approach
Theory of learning(social interaction)
Overall Objectives of CLL
● To foster cooperation ● To develop critical thinking skills ● To develop communicative competence
Specific Objectives
● Derive from the context in which it is used