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- ARTICLES ABOUT СOOPERATIVE LEARNING Daurenbek A.A.
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1. Н.Ә.Назарбаев «Қазақстан — 2030 » Жолдау. 2. Ж.З.Әділбекова «Білім беру үрдісіне жаңа технологияларды енгізу». 3. Білім технологиялары.2012 ж. UDC 782.11 ARTICLES ABOUT СOOPERATIVE LEARNING Daurenbek A.A.– student group YUM 21-1r1 Eshmuratova A.T. – master, teacher Cooperative learning.Get information on cooperative learning, an instructional strategy in which small groups of students work together on a common task. This teaching method is an excellent way to allow students to think critically without relying on you for answers[2]. Jigsaw groups for cooperative learning.Jigsaw is a grouping strategy in which the members of the class are organized into groups then rearranged in new groups to share their learning. This is an excellent method for improving students' teamwork and communication skills. Numbered heads together cooperative learning strategy.Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material by having students work together in a group. This is an excellent strategy for teaching accountability in the classroom. How students learn.Discover the laws of learning and how students use the knowledge they acquire in the classroom. New teachers will find this advice particularly valuable, especially for back to school. Teaching with cooperative learning.Learn the basics of successfully teaching your class with the cooperative learning method. Group projects are an excellent way to help your students build important communication and teamwork skills. New teachers will find this resource particularly valuable. What is cooperative learning and what does it do? Cooperative learning is a successful teaching strategy in which small teams, each with students of different ability levels, use a variety of learning activities to improve their understanding of a subject. By using this method, each of your students will feel that he or she is an important member of the class. Kagan Structures are radically transforming classrooms across the United States and in many parts of the world. These easy-to-learn, easy-to-use instructional strategies are ideal for promoting second language learning. In classrooms in which the Kagan Structures are used regularly, students for whom English is a second language learn both English and academic content far more quickly and far more thoroughly than when traditional instructional strategies are used. The Kagan Structures also promote language and content learning far more than does group work. Let's do a thought experiment. Imagine three classrooms — Classrooms A, B, and C. In all three classrooms there are a number of students for whom English is a second language, and they are at different stages of language development. In each classroom the students are at exactly the same ability level in both language and content mastery. In all respects the classrooms are identical with one important exception — they differ in their approach to instruction [1]. Classroom A: Traditional. The teacher in Classroom A relies primarily on Whole-Class Question-Answer. That is, to promote content and language learning the teacher asks questions of the whole class, students raise their hands to be called on, and when called on by the teacher, they respond. We peek into Classroom A during a vocabulary lesson. The teacher asks, "Who can tell me some of the items we find in the produce section of the market?" Classroom B: Group Work. The teacher in Classroom B relies primarily on Group Work. That is, to promote content and language learning the teacher has students sitting in groups of four and often calls for student interaction in groups. We peek into Classroom B during the same vocabulary lesson. The teacher gives groups a directive, "In your groups talk it over. What are some of the items we find in the produce section of the market?". 145 Classroom C: Kagan Structures. The teacher in Classroom C knows and uses a range of Kagan Structures. That is, to promote content and language learning Teacher C, like Teacher B, has students sitting in groups of four and often calls for interaction in groups. There is a critical difference, though. The interaction of students in Classroom C is highly structured. Teacher C uses Kagan Structures. We peek into Classroom C during the same vocabulary lesson. The teacher gives groups a directive: "In your groups, turn to your shoulder partner and do a RallyRobin. Take turns naming some of the items we find in the produce section of the market." David W Johnson and Roger T Johnson.Without the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible…. It was not an advantageous individual here and there who did so, but the group. In human societies the individuals who are most likely to survive are those who are best enabled to do so by their group [2]. How students interact with each another is a neglected aspect of instruction. Much training time is devoted to helping teachers arrange appropriate interactions between students and materials (i.e., textbooks, curriculum programs) and some time is spent on how teachers should interact with students, but how students should interact with one another is relatively ignored. It should not be. How teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how they feel about each other, and how much self-esteem they have [5]. In the mid-1960s,cooperative learning was relatively unknown and largely ignored by educators.Elementary,secondary, and university teaching was dominated by competitive and individualistic learning.Cultural resistance to cooperative learning was based on social Darwinism, with its premise that students must be taught to survive in a “dog-eat-dog” world, and the myth of “rugged individualism” underlying the use of individualistic learning. While competition dominated educational thought, it was being challenged by individualistic learning largely based on B. F. Skinner’s work on programmed learning and behavioral modification.Educational practices and thought, however, have changed.Cooperative learning is now an accepted and often the preferred instructional procedure at all levels of education. Cooperative learning is presently used in schools and universities in every part of the world, in every subject area, and with every age student. It is difficult to find a text on instructional methods, a teacher’s journal, or instructional materials that do not discuss cooperative learning.Materials on cooperative learning have been translated into dozens of languages.Cooperative learning is now an accepted and highly recommended instructional procedure [1]. жүктеу/скачать 5.25 Mb. Достарыңызбен бөлісу:
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