V The class is a social system, a community

affected by friendships, power and

influence, communication patterns,
member roles and school, peer driven and
classroom norms.
V Features:
a) Mature groups does better
b) Feel free to take part actively
c) Two major roles are teacher and student
d) Threat is reduced
V iollaborative learning strategies:
a) Provide a powerful mechanism to
address effective goals in education
and enhance students· cognitive
development
b) Increases students understanding of
ideas and ability to express them
c) Students are active constructors of
knowledge
V ˜roup characteristics
V ˜oal setting
V ˜etting there
V ˜uiding the process
V ˜azing backward
V enefits: increase teacher-student and
student-student verbal interaction and
increase social skills.
V Taking responsibility
V Encourage others to contribute
V iareful listening
V Setting clear goals
V Learning to cooperate
V The initiator- gets discussion underway
V The contributor- offers opinions, facts,
examples that can helps groups solve
problem.
V clarifier- make sure terms, problem
understood by members
V Summarizer- bringging together summarize
the discussion
V evaluator- to keep track of how well the
group is progressing
V °ecorder- to help the group recall what
had been covered during discussion or
to make it more accurately
V Encourager- complimenting members
for their contributions and inviting
participation
V Harmonizer- act as peacekeeper by
relieving tension and helping the group
work out of disagreements
V There is an effective small-group method
for any content.
V There are many types of effective small
groups.
V It is a good method of discussion in
teaching and learning.
V  good way to encourage students to
participate in small groups or in class while
students extend their thinking and
interaction is the ´think-pair-share methodµ.
V Developed by Professor Frank Lyman.
V This method begin to use with a short
teacher presentation.
V Pose question & ask students to think alone.
V ssign them to pair to share their thinking.
V °eversal of statement maker and
paraphraser roles.
V Pair reports.
V ranstorming is a fun, useful and creative
thinking technique.
V ian be used to initiate problem solving
and can included in any lesson.
V ian be done in grouping and
individually.
V The pressure to have an immediate
´rightµ answer is removed.
V ireative potential can be released.
V It is fun-people like the freedom of
expression.
V When it is used in a lesson, students are
actively participate and not passively,
involved in learning.
V Many ideas or suggestions are not worth
anything.
V Pet ideas, or the ideas of some people,
may have to be discarded.
V Some people find it hard to get away
from the ´practicalµ or maybe that
reasoned ideas are needed.
V ´buzzingµ the solution to a problem
involves considering
V n individual or a group can buzz.
V It involves every student in the discussion
process.
V n issue or problem is presented.
V  leader for each group are picked by
the teacher or elected.
V ionsensus is sought.
V The leader reports areas of agreement or
alternative solutions if there is no
agreement.
V Some people may dominate.
V If all groups of the class deal with the
same topic, contributions may be
contradictory or hard to combine.
V Participants may need training in
interpersonal and group skills.
V Monitoring may be needed to keep
groups on task.
V ˜roup members in a systematic way, seek
the solution to a problem based on the
´scientific methodµ.
V The step are:
- Define the problem
- rainstorm the likely causes of the problem
- Decide the most likely cause
- rainstorm potential solution
- Select the most likely solution and decide
when and how to implement the solution.
V Set up to help students who need
remediation or more practice.
V Or for students who can benefit from
enrichment.
V Teacher or student can leads a tutorial
group.
V ˜reater attention to individual needs is
possible, and students can participate
more actively.
V Panel ² a group of students who discuss a topic
before a class ² chaired by other of a student.
V iommittee ² a group of a student is assign by
us or the class to learn about a topic and
report.
V Symposium ² several students become expert
in a topic and give brief presentations to the
class.
V Forum ² a class discussion in which a problem is
explored through question and answer.
V °ound table ² a group of students discussing
an issue in front of a class.
V Is formed to complete a project, an
experiment, or practice something that
has been presented.
V Each member is assigned a role to
assume on a controversial topic.
Students may or may not agree with the
stance of the role they have been given
V ian bring out all sides of an issue or
have students learn to understand the
ideas or feelings of others.
V ian be used at almost any time during a
lesson. Students are asked, as individuals,
to record their opinion on an issue .
V Then individuals join two others and
come to an agreement. Finally, two
groups of three join and seek consensus
V Each group of six reports to the class as a
whole.
V ˜roups are presented with a value laden
topic. Each group is asked to seek
alternative solutions, discuss and agree
on a potential solution.
V This idea is for students to clarify their
values and to learn to understand and
tolerate the values of other.
V Students become more self-disciplined.
V Should involve orderly grouping so
students take part in informed
cooperative interaction.
V ilassroom climate must be open,
friendly and nonthreatening.
V ˜roup members need acceptance, trust
and security to contribute freely, speak
their minds and be safe from teacher
and peer censure and pressure.
V Students responsibility for planning,
executing, and evaluating is increased.
V Independence and co-operation should be
encouraged and student contributions
valued.
V Have a plan for students who are shy, lazy,
or dominate discussion, and those who
lead the group off task or are negative.
V iontributions by all students should be
promoted, and interpersonal and group
skills stressed.
V In the concluding stage, the results of
interaction should be synthesized and
summarized.
V vchildren require periods of instuctured
time to organize and to learn how to
work together.
V Help to gain deeper understand of
conccept.
V More on disussion
ã enefits are
1. Increase resources- group access more
information.
2. Motivated to other member- praise and
give support-·good idea· or vthat·s good·.
3. etter decision result-idea can combined,
clarified and evaluated.
4. Stronger commitment for group-
5. More actively involved.
ã Limitations
1. ˜roup decision making takes time-
use more time.
2. Time may be seen to be wasted-
discussion
3. ionvictions may be suppressed-
avoid confrontation or risk censure.
4. Some tasks are better done by
individuals ²routine or simple tasks .
5. Talk may substitute the acting. 1 or 2
are do all work.
6. Some students prefer to work alone.
V ˜roup size are important.
V Seating allow member to work
together without violating personal
space, and suitable materials should
be able.
V Decision making.
V Told the due date
V Divide the work
V e on time.
V Take an active part.
V iontribute to group maintenance.
V Have positive thinking.
V °espect each others.
V void prejudice and keep biases out.
V Support others
V ccept responsibility.
ã See that the ;problem· is clarified
㠘et discussion started
ã Keep discussion moving
ã See that all phase of the problem are brought out
ã Keep discussion on topics
ã e objective
ã °ephrase and clarify statement
ã See the stage summary and make conclusion
ã See all the member treated with respect
ã °espect the confidence of the group
ã °eport the confidence of the group
ã °eport
þ


  


V ˜uided carefully

V Step by step

V Through thought-provoking

V Interjecting information

V Purpose is to stimulate analysis and

interpret and shape attitude
Vþ




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