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Models of Instruction Cooperative Learning

Models of Instruction Cooperative Learning

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Published by Sonianto kuddi
Models of Instruction Cooperative Learning. Teaching and learning. Indonesia, 2008
Models of Instruction Cooperative Learning. Teaching and learning. Indonesia, 2008

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Categories:Types, School Work
Published by: Sonianto kuddi on Feb 19, 2009
Copyright:Public Domain

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05/11/2013

 
MODELS OFINSTRUCTION
Cooperative Learning
[A set of instructional strategies that helplearners meet specific learning and socialinteraction objectives in structured groups toreach specific learning and social interactionobjectives]
SONIANTO KUDDI 404200600179/2/2007
 
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4[Cooperative learning]INTRODUCTIONAs a teacher we need many teaching strategies to easy and fluent our teaching. We teachnot only transfer knowledge but also character and faith. Cooperative learning is one of the bestresearched of all teaching strategies. The results show that students who have opportunities towork 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 specificlearning and social interaction objectives in structured groups to reach specific learning andsocial interaction objectives (Eggen, 2004, p. 431). A instructional use of small groups so thatstudents work together to maximize their own and each other's learning. Each member of a teamis responsible not only for learning what is taught but also for helping teammates learn, thuscreating an atmosphere of achievement. Students work through the assignment until all groupmembers successfully understand and complete it. In cooperative learning situations there is a positive interdependence among students' goal attainments; students perceive that they can reachtheir 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 cooperative, competitive, or individualistic efforts. In contrast to cooperative situations, competitive situations are ones inwhich students work against each other to achieve a goal that only one or a few can attain. In
 
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4[Cooperative learning]competition there is a negative interdependence among goal achievements; students perceive thatthey can obtain their goals if and only if the other students in the class fail to obtain their goals(Deutsch, 1962; Johnson & Johnson, 1989).Research has shown that cooperative learning techniques: promote student learning andacademic achievement, increase student retention, enhance student satisfaction with their learning experience, help students develop skills in oral communication, develop students' socialskills, promote student self-esteem, help to promote positive race relations (Richards, 2006, 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 makescooperative learning one of the most valuable tools educators have. As Egen says in his book (Eggen, 2004, p. 433) 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 theteacher. According to Richards the ideal members in one group two until six pearson.
Which students will be in a group together?
Student can decide, group can be formed on the basis of same commonality, group can formed at random, and teachers can decide. Teachers play anessential role in helping group function well. As Edge (1993: 70) points out, “the teachers is notasked to give up control in order to use pair work and group work. The teachers are asked toexercise 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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