المحاضرة الرابعةالمحاضرة الرابعة

Cooperative Learning

التعليم التعاونيCooperative Education التعلم التعاونيCooperative Learning ماهو التعلم التعاوني؟ لماذا التعاون يزيد من التحصيل والدافعية

للتعلم. لماذا تنجح األعمال الجماعية أكثر من

الفردية؟ماهي خصائص الشخصية السوية؟.كيف يتعامل األقران من أجل التعلم؟

مقدمةمقدمة

ماهو التعلم التعاوني

العمل كمجموعةالتعلم من األقرانحجم المجموعات إيجاد جو التنافساإلعداد الجيد .المعلم موجه

الدعوة للتعاونالتعاون على الخيرحب االجتماع ونبذ التفرق .حب الجماعة ونبذ الفردية

ي؟ون

تعاال

علمالت

اذالم

يالم

ساال د

بعال

يستمتع ويتعلم التالميذ منأقرانهم أكثر منه من معلمهم!

التعاون يؤدي إلى زيادة التعلم التنافس هو السر الخفي وراء

الحافز للتعلم.

ي؟ون

تعاال

علمالت

اذالم

يقع

واال

عدالب

:يرى بياجيه أن النضج والتجارب النشطة والتقبل

االجتماعي واالنضباط الشخصي...وسائل فائقة للنمو العقلي طرد الشعور بالوحدة والعزلة

االجتماعية.

ي؟ون

تعاال

علمالت

اذالم

يس

النفعد

الب

تنمية الشخصية االجتماعية الفاعلةاحترام الرأي اآلخرالتعارف بين التالميذ تنمية العمل الجماعي ومحبة

العمل مع اآلخرينالعالقات االجتماعية.وسائل فائقة للنمو العقلي

ي؟ون

تعاال

علمالت

اذالم

ياع

تماالج د

بعال

تنظيم المجموعات المجموعات الفاعلة تنظيم التفاعل بين التالميذ التفاعل اللفظي والتفاعل

العمليمهارات جمع المعلومات .تلخيص العمل

التعاوني التعلم تنظيم

المجموعات الكبيرة المجموعات الصغيرة األزواج المجموعات الدائمةالمجموعات المتغيرة.المجموعات المشكلة

المجموعات حجم

األسئلة الخمسة:- ماذا أعرف؟1- ماذا أريد أن أعرف؟2- كيف سأتعلم، وكيف سأعمل مع 3

اآلخرين؟- ماذا تعلمت؟4- كيف تعاونت، وماذا تعلمت مع 5

اآلخرين؟.

التعاوني العمل بناء

اإلعداد الجيد قبل الدرستخطيط الدرسجدولة العملإعداد األدواتإعداد البيئة توزيع المجموعات تقديم الدرس متابعة عمل المجموعاتالمراجعة الدائمة وإعطاء التعليمات التحرك بين المجموعات مناقشة المجموعات تقويم عمل المجموعات والدرس.غلق الدرس

التعلم في المعلم أدوارالتعاوني

مهارات التحركمهارات الجلوس مهارات التحدث بصوت منخفض مهارات المشاركة والتعريف

باالهتماماتمهارات اإليجابية نحو اآلخرين مهارات تعليم إشارات السكوت مهارات األسئلة العميقة مهارات استنباط العالقات بين

األشياءمهارات معارضة األفكار ال األشخاص مهارات توسيع األفكار.؟ مهارات دمج األفكار

في المعلم مهارات

التعاوني التعلم

حديث المعلم لكل الفصلحديث المعلم لكل مجموعةمناقشة المعلم لكل مجموعة حديث كل تلميذ مع المعلم حديث التلميذ مع المجموعة حديث التلميذ مع التلميذ الصمت .الفوضى

التعاوني التعلم تحليل

- عدم وضوح الفرق بين 1المجموعات التقليدية

والمجموعات التعاونية

- العزلة التي يتبناها 2أكثر المربين

- مقاومة التغيير3

- الجهد الكبير في 4اإلعداد والتخطيط للتدريس التعاوني.

Using the Jigsaw method …

You self-selected into “expert groups” Expert groups were given a learning

task which involved participating in different workshops

Expert groups now work together (9.30-10.30)

New groups will be formed and experts will teach each other what they learned (10.45-11.30)

There will be some check to see if the intended learning outcomes were achieved (11-30-11.45)

Expert groups: Sharing information

Question by question

Compare your responses, agree on salient points and examples

Plan your strategy for teaching your colleagues who attended other classes (15 mins teaching including questions)

Your data

In relation to the topic, what might a new teacher (i) know and (ii) be able to do from attending this workshop?

What teaching methods and activities did the academic developer use?

How would you describe the relationship between the academic developer and the participants?

Anything else that “strikes” you?

Teaching others Form into new groups to teach each other

what you learned in the workshop and discussed in your expert group

Follow this schedule… (15 minutes)… (15 minutes) Teacher is the time

keeper … (15 minutes)

If you finish in less than15 minutes, wait until you are given the signal to move onto the next topic

Learning check

About the contentAny “lessons” about preparing, supporting and working with new staff?

Your questions Anything still unanswered?

Co-operative learningFive elements:1. Clearly perceived positive

interdependence (sink or swim together)2. Individual accountability3. Face-to-face interaction4. Individual and small group skills5. Group processing

Students advance their own and each others’ learning

Potential outcomes…Academic benefits

Increased academic achievement

More academic discussion outside of the classroom

Longer information retentionBetter higher level reasoningBetter understanding of

alternative viewpointsImproved critical thinkingHigher motivation

Skills for employment & life

Improved social & communication skills

Better teamwork skills

Leadership practise

Independent learning skills

Jigsaw is a Co-operative Learning

Method . The class is divided into groups Groups are given different learning

tasks and plan what needs to be done to complete the task

Work is done either in or out of class

New groups are formed and group members teach each other what they have learned

Some check is put in place to ensure accurate understanding

Read Ledlow’s article for more detail

Using Jigsaw, Example 1

Short course: 10 Activities to Get Students to Talk in Class

Intended learning outcomes

Participants learn how to use the Jigsaw in their own classes

Participants learn different ways to get students to ask and answer questions

Time frame: About 45 minutes

Jigsaw, Example 1 Step 1: Form expert groups

1. Remember the number you are given

1 2 3 1 2 3 1 2 3 1 2 3

2. Form groups with other participants who have the same number as you

1111 2222

3333

Jigsaw, Example 1 Step 2: Introductions and

preparation

If you have not already met, take turns to introduce yourself to your group

Read the activity you have been given

In the next 10 minutes

Make sure you each understand the activity/activities that have been described

Decide whether you think it would be useful to use with students at your College

Come up with any suggestions for improvement

22222222

11111111

33333333

Jigsaw, Example 1

Step 3: Learning from each other

Form into new groups (diagram)

Drawing on the discussion within your last group, take turns to:Explain your activity to your new group Give your previous group’s opinion on

(i) its usefulness (ii) suggestions for improvement (5 mins with questions… Adele is the timekeeper)

Follow this order (i) Group 1 (ii) Group 2 (iii) Group 3

123 123 123123

Jigsaw, Example 1

Step 4: Check on learning

Five “volunteers” to finish any one of these stems…

The activity that would be most useful to me…

Something I have been thinking about in relation to the way I typically ask questions…

I don’t think [activity] would work with my class because….

The most important learning I got from this exercise is….

Jigsaw, Example 2 Step 1: Form expert groups

Form groups with other students who have a task sheet that is the same colour as yours. No more than 6 in a group.

Jigsaw, Example 2 Step 2:

Introduce yourselves if you have not already met

Read your task sheet and agree with your group members about: What needs to be done Who will do it

Ask Teacher for help if you need it.

Jigsaw, Example 2 Reviewing the “Jigsaw” using a “Round”..

Since we started on this TLA (teaching and learning activity),

what skills have been required of you?

Jigsaw, Example 2 Steps…

1. Divide class into groups 2. Groups plan what needs to be

done3. Out of class work

and coming up

4. Share and organise information in your ‘expert’ groups

5. Share information with others in the class

Jigsaw, Example 2 Step 4: Sharing and synthesising your research

Share with your expert group what you have learned from your overnight research

Plan and prepare an A3 Poster (photocopies for each group member will be made) that captures your learning (1hr 15mins)

(LATER, each group member will present their research/poster to another group)

Jigsaw, Example 2 Reviewing the “Jigsaw” so far…

1. A question I have ….2. Something that bothers me

…3. A skill that was demanded

in Step 4…

Jigsaw, Example 2 Step 5: Teaching others

Form into new groups to teach each other what you learned in your expert group

Follow this schedule… (0-15)…. (15-30) Teacher is the time keeper

… (30-45)…. (45-60)

If you finish in less than15 minutes, wait until you are given the signal to move onto the next topic

Jigsaw, Example 2 Reviewing the “Jigsaw”

Reactions to Step 5?

Jigsaw, Example 2 Step 7: Learning check

Instructions:

Step 1: By yourself, complete the test (there may be more than one correct answer for each question) (about 5 minutes)

Step 2: Reassemble into your “expert” team, appoint a “recorder”, and compare your answers

Step 3: The recorder places the team’s answers on the whiteboard once agreement is reached.

Step 4: The recorder will be advised if there is an incorrect answer. In this case, teams must renegotiate answers. Resource documents can be used in second and successive attempts to “pass” the test.

Jigsaw, Example 2 Step 7: alternative Learning checkAbout the contentThe most important thing you have

learned about services and resources?

About the process

Might you use it in your own classes?If so, what topic and how might you

adapt it?

vvvvvv

Using “The Fishbowl” to share experiences Discussion activity

suitable for large groups

Allows the whole group to participate in one conversation and share, listen to, and critique viewpoints and experiences

Eliminates reporting back

Leading Academic Development, Adele Graham (02/08) Leading Academic Development, o2/o8, Adele

Graham

Fishbowl instructionsFour volunteers to start the discussion

“Academic Development in Saudi Arabia” (notes as prompts)

Participants who are outside the fishbowl may want to contribute their experiences/views to the conversation or ask a question. They can do so by taking up the empty chair

When the empty chair becomes occupied, someone already in the fishbowl must leave

If you are inside the fishbowl and want to leave, you can do so by tapping-in someone outside the fishbowl to take your place

CAD staff who have a question can take up the empty-chair but leave when it is addressed. No-one leaves if CAD joins.

Leading Academic Development, Adele Graham (02/08)

If you do not join the fishbowl, be ready to provide a summary of the discussion

Leading Academic Development, o2/o8, Adele Graham