As a first step to introduce you to this blog,
I will briefly describe the most relevant aspects of Cooperative Learning. As
you should know, this approach has been widely explored in order to redirect
teaching practices based on individualistic learning, in which educators’ role
was the center of the learning process. By implementing CL, I expect to give
students more autonomy and responsibility towards their actions and their
learning process. In addition, I aim to foster students’ oral interaction and
to defuse some challenging behaviors that I have observed in previous opportunities.
Furthermore, Johnson, Johnson, and Holubec
(1999), affirm that the exceptional performance in the classroom depends on the
cooperative efforts of a group and not on the individualistic and competitive
attitude of some learners. Students must actively participate in their learning
process, and the success of this participation is closely related to teamwork
and cooperative learning. These ideas certainly contrast with the traditional
competitive classroom, in which students are usually working individually, intending
to reach academic objectives. For achieving a CL environment with my students I
am adopting the five key elements of cooperative learning that I will be
explaining in my next entry.
In the following video you may find
strategies and examples of Cooperative Learning.
References:
Cohen, E., Brody, C.,
Shevin, M. (2004) Teaching Cooperative
Learning: The challenge for Teacher Education. State University of New York
Press.
Johnson, D., Johnson R. & Holubec,
E. (1994) Cooperative Learning in the
Classroom. Virginia: Association for Supervision and Curriculum
Development.
I think CL is becoming more and more imperative in today's society, especially as a counterpoint to our individualistic and competitive actions. Cl seems to be an antidote to that tendency. Yet, the challenges are so many since not only are teachers and students supposed to change their visions towards teaching and learning, but also the whole culture must defy some assumptions on what it means to learn/teach and how to do it. All this requires a paradigm shift which may take so much time: that would be our biggest challenge as teachers and learners. As for the implementation of CL in language teaching/learning I consider it to be a stellar point that must be pondered thoroughly. You put it perfectly: one of the many advantages of CL in language learning/teaching is that students gain more autonomy and that they can interact more with others, which is perfect for teachers who center their actions on communicative, active (perspective actionnelle), task-based or project-based methods. As Évelyne Bérard (1992) wrote: "Quand on introduit en effet dans un cours de langue le travail en groupes, on s'aperçoit que les apprenants impliqués dans une tâche commune font appel pour la mener à bien à des stratégies particulière." (p,40).
ReplyDeleteDiego, thank you for commenting on this post. I find great interest in what you asserted about changing teaching and learning perspectives not just in the classroom, but in the whole culture. I must admit that working on CL in a competitive society is quite hard. As Maurice Stucke (2013) has mentioned, Americans love to compete and they prefer situations of competition, and I think Americans are not the only ones. I have been observed that students find enjoyment in competitive games and activities. However, competition is not always good for our society. Although competition has a lot of virtues, (take as an example the economic structure of many countries where competition is the key to progress) it has its own inconveniences. Stucke (2013) also mentions that "life would be more stressful if we competed for everything. Competition cannot always be preferred over cooperation. Cooperation is often more appealing and socially rewarding" (p.168). Therefore, an excess of competition in any context may harm communication, creating anxiety and fears.
DeleteIn the classroom, you must have observed that students are usually comparing themselves with their partners, trying to be better, seem better, and get better grades, even though they might be harming their partners learning, feelings, and thoughts. For this reason, I want to implement CL as a way of making students realize that together they can do more than working individually. I also want them to establish better relationships with their partners and teachers and to acknowledge the value and importance of each member of their groups.
Over time, multiple things about learning and teaching process are changing. Previously, only teacher could be the holder of knowledge. Now, it is important take into account students in this teaching and learning process. Students become more autonomous and responsible beings, aware of that process, appropriating knowledge. Maybe, you can find some problems, related to traditional practices, more challenging behaviors, that students do not want to work or that they are reluctant to certain methodologies. However, it is important to continue, give them the necessary tools and something very important that together, with them, you also learn and build CL practices. Good Luck!
ReplyDeleteAndrea, thanks for reading and commenting on this entry. As you mentioned, CL is one of the many approaches that make students active participants in their learning processes. In CL, students are able to boost their own and each other's learning. The teacher is just a guide in their learning processes. I am constantly monitoring their interventions when it is necessary in order to provide assistance to the group, but they know that they are the main actors in this journey.
DeleteI refer to this experience as a journey because it has been so challenging to change students' perspectives towards teaching and learning. As you affirm, I have found several problems that might be caused due to the traditional practices. Challenging behaviors is one of the most salient problems when I try to change the classroom disposition. As students are not used to moving or doing different activities together, they think they are not in class anymore, displaying attitudes of disrespect and aggression. For dealing with these behaviors I have established as a goal to build classroom community together. As Levine (2003) establishes, for creating a community, every member should have a role to play based on their talents and skills. Therefore, Classroom Community is a concept that relates to the principles of Cooperative Learning, addressing the value of each member of the group and the importance of positive interdependence. However, building this desired community demands time and effort, I am doing my best with the little time we have with the students and I have noticed important changes in Ss attitudes.