PROGRAMA DE ACTUALIZACIÓN DE CONOCIMIENTOS 2019 – 2020 – DIDACTICS –

COOPERATIVE LEARNING

Name: Oscar Guachichulca Date: _05/02/2020

THOUGHT PROVOKATIVE QUESTIONS

1. Is the group configuration that makes cooperative learning distinctive? If yes, why? If
not, why not?

Not because the group configuration is only part of the activity. The essential thing is
the path that both teachers and students work together in learning to make it more
effective. For this reason in collaborative learning, the teacher teaches his students
strategies or collaborative skills, so that he can work more effectively.
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2. What is cooperative learning? Include an example.

It is when learning happens from one student to another within a group

For example, all the members of a group study different parts of a topic and then
order the information and exchange it. Everyone discusses and treat different points of
the subject in general to have clearer knowledge.
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3. How does cooperative learning differ from collaborative learning? Explain.

The main thing is the configuration of the group. Collaborative learning is a situation in
which two or more people try to learn something together to solve a problem.
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4. What is the aim of cooperative learning? How can it be reached?

The objective of cooperative learning is to make each group member stronger in their
knowledge. Students learn together so that they can then perform better as
individuals. Cooperative learning can be achieved through the interaction that takes
place face to face between the students of the group.
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5. Explain what the teachers’ and students’ role is within Cooperative Learning?

The teacher is the one who teaches collaborative and social skills to his students to
make a more effective learning.
The student is the one who exchanges his idea and knowledge to other group
members to make him more confident in himself than he knows
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6. Mention at least four principles regarding Cooperative Learning. Exemplify one of
them.

a. Students are motivated to think as a group, leaving competitiveness and

individualism aside.

b. In cooperative learning the student remains in the same group for a long period of
time so that they can meet and do a better job together.
 PROGRAMA DE ACTUALIZACIÓN DE CONOCIMIENTOS 2019 – 2020 – DIDACTICS –
COOPERATIVE LEARNING

c. Teaching social skills such as recognizing the contribution of a partner, requesting

the contribution or contribution of the other and having a calm conversation are
essential for the development of cooperative learning.

d. The learning of the target language is carried out through the interaction of the
students.

Example: Students prepare a presentation on global warming, while researching,

giving opinions and talking about key points of the topic interact with the English
language at all times.

7. Come up with a graphic organizer about the principles and observations made in
experience of an English lesson included in the book by Larsen D. (200).
ENGLISH LESSON
( Learning about the Geography of the United State)

Observations Principles

The teacher introduces a new dialog. Language occur most naturally within a context .

Actions, pictures, or realia are used to give meaning The native language and the targe language have
otherwise. separate linguistic systems

The language reacher introduces the dialog by modelin g it

two times Teachers should provide students with a good model.

The students repeat each line of the Language learning is a process of habit
new dialog several times. formation.

The students stumble over one of the lines It is impo rtant to prevent learners
of the dialog. from making er rors.

language learning is to communicate.

The teacher initiates a chain drill

Particular parts of speech occupy

The teacher uses single slot and multiple-slot substitution drills. part icular 'slots' in sentences.

The teacher says, 'Very good,' when the students answer Positive reinforcement helps the
correctly. students to develop correct habits.

Students should learn to respond to both verbal and

The teacher uses spoken cues and picture cues nonverbal stimuli.

The teacher conducts transformation and Each language has a finite number of patterns.
question and answer drills

The teacher poses the questions to them rapidly. learn to answer automatically without stopping
to think.

The teacher provides the students with The teacher should be like an orchestra leader.
cues

New vocabulary is introduced through lines of the dialog Students acquire the structural patterns

We do not need to memorize rules

Students are given no grammar rules
.

The teacher does a contrastive analysis of the target

language her students will probably experience
difficulty.

The teacher writes the dialog on the blackboard toward the Speech is more basic to language
end of the week. than the written fonn .

Language cannot he sepa rated

The supermarket alphabet game from culture.