MODELS OF INSTRUCTION Cooperative Learning [A set of instructional instructional strategies that help learners meet specific learning and social interaction objectives in structured groups to reach specific learning and social interaction objectives] SONIANTO KUDDI 40420060 40420060017 017 9/2/2007
[Cooperative learning] INTRODUCTION As a teacher we need many teaching strategies to easy and fluent our teaching. We teach S p e 2 .
not only transfer knowledge but also character and faith. Cooperative learning is one of the best researched of all teaching strategies. The results show that students who have opportunities to work collaboratively, learn faster and more efficiently, have greater retention, and feel more
positive about the learning experience. CONTENT What Is Cooperative Learning?
Cooperative learning is A set of instructional strategies that help learners meet specific learning and social interaction objectives in structured groups to reach specific learning and social interacti interaction on objectives objectives (Eggen, 2004, p. 431). A instructi instructional onal use of small groups groups so that students work together to maximize their own and each other's learning. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. In cooperative learning situations there is a positive interdependence among students' goal attainments; students perceive that they can reach their learning goals if and only if the other students in the learning group also reach their goals.
Why use Cooperative Learning?
Students' learning goals may be structured to promote co operative, competitive, or individualistic efforts. In contrast to cooperative situations, competitive situations are ones in which students work against each other to achieve a goal that only one or a few can attain. In
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[Cooperative learning] competition there is a negative interdependence among goal achievements; students perceive that they can obtain their goals if and only if the other students in the class fail to o btain their goals S p e (Deutsch, 2 .
1962; Johnson & Johnson, 1989).
Research has shown that cooperative learning techniques: promote student learning and academic achievement, increase student retention, enhance student satisfaction with their learning experience, help students develop skills in oral communication, develop students' social skills, promote student self-esteem, help to promote positive race relations (Richards, 2006, P. P. 30 – 46) and can also be effective for teaching student to collaborate in their thinking (Eggen, 2004, p. 432). The positive effects that cooperation has on so many important outcomes makes cooperative learning one of the most valuable tools educators have. As Egen says in his book (Eggen, 2004, p. 433) 43 3) students of specific ethnic group tend to spend most of their time together, so they don’t learn that all of us are much more alike than we are different. Therefore as a teacher we use cooperative learning to solve this problem.
How to implement cooperative learning in the class?
Class members are organized into small groups after receiving instruction from the teacher. According to Richards the ideal members in one group two until six pearson. pea rson.Which Which students will be in a group together? Student can decide, group can be formed on the basis of same commonality, commonality, group can formed at random, and teachers can decide. Teachers Teachers play an essential role in helping group function well. As Edge (1993: 70) points out, “the teachers is not asked to give up control in order to use pair work and group work. The teachers are asked to exercise control in order to use pair work and group work” (Richards, 2006, p. 38). In group, every member must feel a responsibility to learn and participate in the group, and students must
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[Cooperative learning] demonstrate their learning. For example, if the group is writing a research report, one person writes the first draft of the literature review, review, another does the methodology, and another the S p e results 2 .
and discussion section. However, successful implementation of cooperative learning
activities requires careful thought and planning. How Christian perspective about cooperative learning?
Matthew 18: 20 say “For where two or three are gathered together in my name, there am I in the midst of them. 1 Corinthians 12: 25 “That there should be no schism in the body; but that the members should have the same care one for another” CONCLUSION Cooperative learning demand us to work together, in there we can care, help, and complete each other o ther.. W Wee work together to achieve a goal. Teachers made it all in the classroom because we one on e in His community co mmunity..
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[Cooperative learning] REFERENCES Eggen, P & Kauchak, D. (2004). Educational (2004). Educational psychology: Windows on classrooms, 6th end, Prentice Hall, Englewood Cliffs, NJ. S p e 2 . Johnson, R. (n.d). The cooperative learning . Retrieved September 2, 2007 from http://www.cooperation.org/pages/cl.html Johnson, D. (nd). Cooperative learning. Retrieved September 2, 2007 200 7 from http://www.cooperation.org/pages/CLSum.html Richards, J. C. (2006). Cooperative learning and second language teaching . New York: Cambridge University Press.
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