Question no 02

Which are various models of cooperative teaching and what is the role of teacher in
cooperative teaching?

Models of Cooperative Learning:

Many teachers perceive that efforts to set up cooperative learning groups have a variety of problems
that range from student resistance to inappropriate assignments. It is useful organization and guidance.
The models listed below are only a few of many. These can be adapted in many ways or a new model
can be developed depending on the requirements of the classroom.

a) The Jigsaw Model: In this model the student becomes a member of both a learning group and a
research team. After determining the learning group's goal, the members join research teams to
learn about a particular piece of the learning puzzle. Each puzzle piece must be solved to form a
complete picture. Research can take many forms. The teacher may want to prepare "expert
sheets" that outline readings and questions to obtain the information needed. Or the students
can use their own strategies to glean information through library research, interviewing experts,
or experimentation. Upon completion of the expert teams' work, the members tum to their
original learning groups and share the results. Class discussion question-and-answer session, or
a graphic or dramatic production will allow the groups to share their findings with the class at
large.

b) Group Investigation is more student directed in its approach. After the teacher presents an
introduction to the unit, the students discuss what they have learned and outline possible topics
for further examination. From this list of student-generated topics, each learning group chooses
one and determines subtopics for each group member or team. Each student or group of
students is responsible for researching his or her individual piece and preparing a brief report to
bring back to the group. The group then designs a presentation and shares its findings with the
entire class. Allow time for discussion at the end of the presentation. A class evaluation for each
presentation can be an effective way of providing feedback to the groups.

c) Numbered Heads Together is a way of reviewing information that has been previously
presented through direct instruction or text. Numerous simple models enhance questioning,
discussion, and class presentations by structuring the activity in a cooperative format. This
model works well with unambiguous questions that allow students to come to consensus. Divide
the students into groups of 4 and have them number off from 1 to 4. After the teacher asks the
question, the groups huddle to determine the answer. The teacher calls a number and the
students with that number respond. The teacher then has the others agree or disagree with a
thumbs up or thumbs down
 d) Think-Pair-Share To encourage responses from all students. Students pair with a partner to
share their responses to a question. Students are then invited to share their responses with the
whole class. There are a variety of ways to share, including Stand Up and Share-everyone stands
up and as each student responds he or she sits down. Anyone with a similar response also sits
down. Continue until everyone is seated. Or do a "quick whip" through the class in which
students respond quickly one right after another.

Role of the teacher in cooperative learning

A cooperative learning classroom brings additional responsibilities to the teachers and the role of
teacher is enriched even more. The role of teacher includes but is not limited to

 Specify academic objectives

 Specify collaborative skills
 Decide on group size
 Assign students to groups
 Arrange the room
 Plan materials
 Assign roles to students (reader, , calculator, checker, reporter, materials handler etc.)
Explain the task (explain procedures, give examples, asks questions to check task is
understood by all)
 Test and question individual children (to promote individual accountability) Promote inter
group co-operation (have groups check with each other and help each other)
 Monitor students' behavior (while students are working, circulate to see whether they
understand the assignment and the material, give immediate feedback)
 Praise good use of group skills Provide assistance on understanding a tank
 Provide assistance on how the group can work together more effectively
 Reflect regularly to improve cooperative learning and teaching strategies

1) Active learning

Co-operative Learning helps to actively engage more children in learning than do teacher
centered or lecture-oriented methodologies. By using more cooperative methodologies in
which students work together in groups, all students are actively engaged on a learning task.
Students become more active participants in their own learning as well in fellows' learning,
as opposed to passive recipients of knowledge.
 2) Children learn to help and support:

Co-operative Learning encourages students to support their classmates in a group rather

than to compete against each other. In this way, students can combine their skills and
talents and help others. Co-operative Learning provides the opportunity for higher achieving
students to help students who are slower learners. The help of these students also increases
the amount of explanation that occurs in the classroom overall.

3) Interaction brings multiple dimensions:

Working in groups students can bring multidimensional thoughts and discussions

over a single subject. Such rich discussion and generation of knowledge is rarely
possible when each learner works in isolation. Cooperative learning enables them to ask
questions from each other and bring out what a teacher might not be able to
even by asking random questions from a few members of class.

4) Improved critical thinking :

In a cooperative classroom where multiple and even opposite view points are received
openly, the learners learn to discuss and raise questions. They do not simply learn or
memorize the concepts rather they work together to understand, explore and reach a
consensus or at least bring all thoughts on one page. This asks for deeper and critical
analysis of the subject.

Major Outcomes of Cooperative Learning

Learning

 increased academic learning

 increased critical thinking ability

 more time spent on learning tasks (less day dreaming)

 increased student retention

 increased student motivation to learn onhanced student satisfaction with their

learning experience

Social Development

 reduces disruptive behavior

 develops peer relationships

 promote student self-esteem

 students use appropriate social skills

Communication

 students learn to share information

 helps students to consider other people's point of view

 helps students develop skills in oral communication