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1、16 Cooperative Learning,Background,Cooperative Language learning (CLL) is part of a more general instructional approach also known as Collaborative Learning (CL) CLL is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classr
2、oom: CLL is a group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.,Background,Hundre
3、ds of years ago: peer-tutoring and peer-monitoring Early 20th century US educator John Dewey: promoting the idea of building cooperation in learning into regular classrooms on a regular and systematic basis. In the1960s and 1970s: more generally promoted and developed in US as a response to the forc
4、ed integration of public schools and has been substantially refined and developed since then.,John Dewey (October 20, 1859 June 1, 1952) was an American philosopher, psychologist, Georgist, and educational reformer whose ideas have been influential in education and social reform. Dewey is one of the
5、 primary figures associated with the philosophy of pragmatism and is considered one of the fathers of functional psychology. He was a major educational reformer for the 20th century.,Known for his advocacy of democracy, Dewey considered two fundamental elementsschools and civil societyto be major to
6、pics needing attention and reconstruction. Dewey asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion, accomplished by communication among citizens, experts, and politicians, with the latter being
7、 accountable for the policies they adopt.,In 1919, while traveling in Japan on sabbatical leave (学术假), Dewey was invited by Peking University to visit China, probably at the behest of his former students, Hu Shih (胡适) and Chiang Monlin (蒋梦麟). Dewey and his wife Alice arrived in Shanghai on April 30,
8、 1919, just days before student demonstrators took to the streets of Peking to protest the decision of the Allies in Paris to cede the German held territories in Shandong province to Japan. Their demonstrations on May Fourth excited and energized Dewey, and he ended up staying in China for two years
9、, leaving in July 1921.,In these two years, Dewey gave nearly 200 lectures to Chinese audiences. Hundreds and sometimes thousands of people attended the lectures, which were interpreted by Hu Shih. Deweys biggest impact, however, was on the forces for progressive education in China, such as Hu Shih
10、and Chiang Monlin, who had studied with him, and Tao Xingzhi, who had studied at Teachers College, Columbia University.,Background,Educators Beliefs: Educators were concerned that traditional models of classroom learning were teacher-fronted, fostered competition rather than cooperation, and favored
11、 majority students. They believed that minority students might fall behind higher-achieving students in this kind of learning environment.,Approach: Theory of language,CLL is founded on some basic premises about the interactive/cooperative nature of L assigning ss to groups: teacher-selected, random
12、, or ss-selected; student roles in groups, each s having a role to play in a game.,Design: Types of learning and teaching activities,Individual accountability involves both group and individual performance. Social skills determine the way ss interact with each other as teammates Structuring and stru
13、cture refer to ways of organizing s interaction and ways of interacting.,Design: Types of learning and teaching activities,Activity types of CLL are numerous, but three major kinds of CLL (pp.197-198): Team practice from common input skills development and mastery of facts Jigsaw 拼图式: differentiated
14、 but predetermined input evaluation and synthesis of facts and opinions Cooperative projects: topics/ resources selected by students discovery learning,Design: Types of learning and teaching activities,Example of CLL activities: Three-step interview; Roundtable; Think- Pair- Share; Solve- Pair- Shar
15、e; Numbered Heads,Design: Learner roles,The primary role of the learner is as member of a group who must work collaboratively on tasks with other members. Learn team skills Be directors of their own learning Plan, monitor, and evaluate their own learning,Design: Teacher roles,The teacher has to crea
16、te a highly structured and well-organized learning environment in the classroom, setting goals, planning and structuring tasks, establishing the physical arrangement of the classroom, assigning ss to gs and roles and selecting materials and time. An important role of the T is that of facilitator of learning, by moving around the class helping ss and gs as needs arise.,Design: Teacher roles,Teachers speak less than in T-fronted classes. They provide broad questions to challenge thinking, prepa
