According to the textbook, cooperative learning "promotes intrinsic motivation, heightens self-esteem, creates caring and altruistic relationship and lowers anxiety and prejudice." Do you agree or disagree with this statement?
If you agree, provide examples from your own experience that illustrate the effectiveness of cooperative learning. Make sure to include logical reasons as to why the cooperative learning was successful.
If you do not agree with the above quote, provide examples from your own experience that illustrate the ineffectiveness of cooperative learning. Find at least 3 specific factors that made the experience unsuccessful.
If you agree, provide examples from your own experience that illustrate the effectiveness of cooperative learning. Make sure to include logical reasons as to why the cooperative learning was successful.
If you do not agree with the above quote, provide examples from your own experience that illustrate the ineffectiveness of cooperative learning. Find at least 3 specific factors that made the experience unsuccessful.
(Additional comments on this post no longer earn points. Please choose a more recent entry).
I both agree and disagree with the statement. On the agreement side, in the case of working with someone who has better competence than me, I have found that working with a partner motivates me to come up to the level of proficiency that the partner may have and that I work harder to acheive a comparable level. It allows me to do this in a low risk, non-threatening environment where there is less risk of embarassment to make mistakes than it is when speaking in front of an entire class. You can identify with another person and then bond with laughter over common mistakes and errors, with little chance of appearing incompetent at the target language. An example of this is my Spanish teacher's practice of having us pair up and 'interview' each other as to the happenings of the weekend, rather than having each person speak individually about this. First of all, if we all spoke one at a time, instead of listening to everyone else, I am busy thinking about what I would like to say and not listening to others. Secondly, I have gotten to know my fellow students better through an interactive exchange than I would by only listening to what they wanted to tell me. Our class is really diverse, and it is interesting to find out about each other on a more personal level; it makes the class environment much more relaxed and easier to learn in when you feel you are among friends (even though I am not sure the 'hippie dippie language teaching methods' are helpful, I do know that the more uncomfortable I am, the least likely I am to retain any information). I think that a 'conversational class' environment is really conducive to better performance. Also, if I am the more competent partner, it boosts my self-confidence in MY knowledge of the language to be able to help another person. On the flip side of this statement, I have used co-operative learning strategies in my ESL classroom, and I have found that many of the students revert to their own language and do not try to solve problems in English. Also, sometimes the bias (or error) that I or any other student may make might go uncorrected and continue to re-occur. Finally, sometimes, the stronger students will simply 'work around' the not so strong students which negates the whole idea of co-operative learning in the first place. I think that there are positives and negatives to this approach, and I think that if used for a portion of a class session rather than as the only learning method it can be very successful.
ReplyDeleteI agree that cooperative learning techniques can be very useful in a language learning class. I don't think these techniques should be used exclusively in the classroom because they are less effective than other techniques in certain situations (as Kathy mentioned).
ReplyDeleteAs a teacher and a student, I enjoy partner exercises. It builds camaraderie in the class and the relationships that develop benefit students long after class is over. Working with a partner of similar (or higher) competence pushes both partners and enhances learning. I've seen instances with two less motivated students who will revert back to L1 and chat. I've also seen instances with a stronger and weaker student where the stronger student does all the work and the weaker student gets discouraged.
I've been in language classes where the teacher engages the class in team exercises (like Jeopardy) which are very enjoyable and lighten the atmosphere in the classroom. Although the educational benefit of a group exercise can be diminished by a group that is too large, the relaxed, friendly environment and team-building benefits enhances communication among students and improves the learning environment.
I think these are really examples of cooperative techniques, and not the cooperative model. For me, the model breaks down when students are less motivated and revert to L1. Additionally, personality conflicts can make teams difficult in some groups. I think cooperative techniques, managed by the teacher enhance the learning environment and create bonds among students that continue to benefit their learning experience outside the classroom environment.
Stefani Goode
ReplyDeleteI agree with Lynn in that cooperative learning can be useful in language learning but it should be used as a technique rather than a teaching approach. What I mean is when students are comfortable and have a high self-esteem that they will lower their affective filter and this makes them more receptive to new ideas and learning in general.
As a student... I have experienced this as a language learner to some degree. As I mentioned before that my Korean teacher had a way of making us comfortable in the classroom, which opened use up to the lessons at hand. Though we didn't have classical music or comfortable chairs she made it possible for use to relax enough to be receptive to new information. And that was a matter of how she applied the technique of just using a soothing voice and starting class with a few minutes of casual conversation in English helped me as a student as well as the class open up to the lesson of the day!
As a teacher… I want my students open and receptive but since my class is so small and they speak little to no English things like pair-work just doesn't work well. They will automatically go back to their L1. So I try to be enthusiastic as well as upbeat with them. We work as a group and I try to illicit answers from them. I am getting them to open up to me but it is a slow process. All I can do is teach the lesson to them but I want to make it fun, educational, and useful to them. So far they seem to be learning and asking interesting questions. I must be doing something right.
Cooperative learning can be added to any teaching methodology but deciding how much to add is the hard part. It needs to be tested with your students but it shouldn't be the only technique to be used.
I agree with the statement that cooperative learning is helpful for students. First, cooperative learning provides the relaxed and active classroom atmosphere, in which students can learn effectively. When I learnt English in China, the classroom was always serious. The tradition is that teachers standing in the front speak and we students sitting quietly listen, the whole class like this. But in America, students have more active atmosphere to absorb knowledge, they can raise questions and group discussion. We can learn more without so much pressure. Second, this kind of learning involves all the students to take part in so that students with different levels can do different things. It’s a good opportunity for inactive students to convey their opinions and practice to build their confidence and self-esteem. And every student can take full advantages of their strengths, cooperating with each other to accomplish work, which is also beneficial for them to know the importance of communication skills and interpersonal relationships. I’m not active in class so it’s good for me to talk with my classmates in a group. Last, although cooperative learning stresses on cooperation, the competition is also involved in. Everyone doesn’t want to fall behind so they must try their best to learn as much as possible and show themselves. It can trigger their intrinsic motivation and ambition to win. Like in a group project, all the members will do their best jobs to contribute to this team.
ReplyDeleteLearning is not an absolutely independent activity, people need to change their ideas and learn from each other and encourage and help each other. But I think method should be part of teaching not occupy the whole class.
In reading the textbook I almost immediately start comparing my teaching experiences with the textbook. In Chapter 3, when it began to talk about Communicative Language Training (CLT) I thought "hey, that's what I do!" Cooperative Learning is a big part CLT and current curriculum. Every lesson involves some degree of students pairing up and practicing dialogue and/or interactive, guided conversation. Games involving teams are also a big part of my classrooms.
ReplyDeleteGenerally the students love it, but there are pitfalls. The students tend to sit next to someone that they are comfortable with and that person becomes their partner unless the teacher intervenes or someone is absent. Comfort is very desirable, especially in the beginning stages. If they are uncomfortable, their talking is not friendly or supportive and they can feel threatened. Sometimes they refuse to talk at all. When they talk, they do help each other and support each other, but if neither knows the meaning of words or how to speak correctly bad habits can be established. If the teacher happens to overhear the error(s) he/she can gently correct them, but that is a big maybe.
Intrinsic motivation implies that the students want to communicate to each other (they know they are supposed to). Yes that usually happens if they are sufficiently comfortable with each other, but if they think the other person is a jerk, they prefer not to communicate. Cooperative Learning can heighten self esteem if they succeed in the task. They have to do something in class and they have to achieve some levels of success or they leave. Positive, nurturing feedback and good relationships are the keys. Creating caring and altruistic relationships does happen, students can become friends. Cooperative Learning can provide an environment for good relationships, but it is largely up to the teacher to establish a open, caring, altruistic atmosphere regardless of the techniques being used.
So, yes, Cooperative Learning is a wonderful learning approach, but the learning does not happen without careful monitoring and the willingness of the students.
I agree with the statement. To young and beginner level ESL/EFL students English itself could be somewhat difficult and stressful. They usually have anxiety that comes from the failure of understanding in English class. Therefore, motivation is very important especially in English class, and motivating their students intrinsically and extrinsically is one of the ESL/EFL teachers’ roles.
ReplyDeleteOn this point of view, cooperative learning is a reasonable language teaching method to reduce students’ anxiety level, draw out students’ spontaneous participation, and lead students into productive collaboration. Because in cooperative learning class there are more conversations between a student and a student than between a teacher and a student, it could make an active communicative language learning situation. Moreover, most class activities in cooperative learning take place in divided groups, and students can solve the problem easily when whole group members take part in the activities spontaneously. This makes the learning environment competitive, as a result, students learn how to work together with others as well as speak out more and more.
I have experienced cooperative learning when I learned English as a foreign language in school. Many English teachers used this technique, and then teachers gave some group activities that should be solved in collaborating with members. However, there were also some weaknesses in group activities. Sometimes, students just used their first language to solve the problem quickly because of the lack of vocabulary. Due to students’ poor communicative ability, usually the quality of their conversation stayed on low level during the activities. Moreover, teachers did not have enough time to teach grammar or vocabulary because group activities took long time in restricted class hour.
Cooperative learning is very helpful to practice students’ communicative skills, listening and speaking. However, there is not a wholly perfect language teaching method/technique. Teachers should be able to control the techniques maintaining balance and harmonizing with learning situation.
I think cooperative learning can be both successful and unsuccessful. When things go well, students work together to arrive at answers together, “owning” their achievement which may heighten self-esteem like the text says. Students can bond this way, making positive inter-personal relationships in a classroom which can be good for breaking down fears about using the L2. The interaction itself can provide genuine L2 practice. But, in a classroom where all of the students share the same L1, it can be a challenge to get everyone to conduct their group work in as much L2 as possible without reverting to their L1 (too much). Students might find it easier to speak in L1 and not want to risk embarrassment by making mistakes in their L2 when they’re talking to their buddies in private. I’ve seen that before –before I knew it, groups were doing everything in their L1, eventually chatting off-task.
ReplyDeleteWhat may also make cooperative learning unsuccessful is when more proficient or dominant students in a group do all of the work while the shyer, less proficient, or more passive students don’t engage in the activity at all. As a teacher, I’ve seen this happen. The challenge is to find a way to get all students actively engaged in the activity, perhaps by grouping students strategically and adapting the task.
What could be important in CL’s potential to heighten self-esteem and intrinsic motivation is the nature of the task at hand. If the activity’s content is relevant and meaningful to the students, the task not too far beyond their capacity to discourage them, and perhaps an activity the students were involved in choosing rather than something imposed (collaborating with the teacher as well!), they might be more intrinsically motivated to work well cooperatively.
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ReplyDeleteSorry, I deleted my previous blogpost and somehow pasted the instructions instead. Here it is retyped: Cooperative learning can promote the aspects Oxford asserts but it's not a guarantee. For example, I was a part of a study group that met after class each day to review the material and complete group assignments together. Meeting each day definitely motivated us through mutual dependence and accountability, created genuine friendships as we spent time together helping one another complete a shared goal, and lowered our anxiety as we tested and confirmed our learning with one another. However, while group work promoted these aspects in my experience I have had plenty of experiences as have many others when this was not the case. A factor that might hurt cooperative learning is that different people have different learning styles. For example, in Asian contexts, many students are trained to learn individually so that if they are forced to work in groups without learning how to work in groups, they may simply work individually in groups which defeats the purpose of cooperative learning since they're not really cooperating. Students may also have varying levels of motivation and proficiency, so that those with higher levels of both may do all the work, decreasing other students' self esteem and motivation. Finally, students may not use group work time efficiently, resorting to their first language or going off on tangents. This may alternately frustrate and distract group members so that cooperative learning and "caring relationships" don't occur.
ReplyDeleteI think everyone has had both good and bad group-work experiences. Overall, I would agree that it is a good thing. I love group work in classrooms with mixed nationalities. It helps break down barriers that separate the different groups and FORCES students to speak in English because they can't communicate any other way! It can be hard at first, though. At one point I had a Muslim Pakistani woman in a class that was predominantly Hispanic. The other students kept her at arm's length, and she clearly felt uncomfortable around some of the women who were a bit more *ahem* scantily clad. However, after doing some group exercises and having the students talk about their families and their experiences in America, it was like they became human to one another. In those classes, we tend to do a lot of group work because the skill level of the students is very mixed. The majority of the time, this is very effective and promotes good relationships among the students. They like and help one another because they all have the common goal of becoming U.S. citizens. It also helps promote good attendance because they want to come to class to see one another. I will say, though, that group work has its limits. If I make groups of like ability and not mixed groups, I usually designate a volunteer to work specifically with the lower-level students and adjust the activity appropriately for their skill level.
ReplyDelete"Cooperative learning "promotes intrinsic motivation, heightens self-esteem, creates caring and altruistic relationship and lowers anxiety and prejudice."
ReplyDeleteI actually would have to disagree with this statement if this statement applies to all students of every background, culture, and personality. Just in my own experience as an L2 student, cooperative learning through the use of group work has only made me feel comfortable if those in the group were my friends. Otherwise, if some of the personalities in the group were stronger than mine, I felt intimidated and anxious, and often for good reason. I think, cooperative learning can help those with strong, type "A" personalities where the student can, through their own strong intrinsic motivations can actually further their own learning by helping to "teach" other more reserved or students academically weak. However, unless the Type A's in the group are good at teaching and are compassionate and nurturing towards the Type B students, the latter can feel helpless and inhibited.
For myself, when I am in a group setting and had to perform academically in their presence, I worried so much about their opinion of the quality of my knowledge in that field and then my intelligence as a whole, that I would rather smile and nod and pretend to know what was going on. The teacher was so pleased with the report given by the Type A person that she didn't realize the rest of us not only did not know the material, but felt so inferior we could not contribute. And then, subsequently, the teacher would move on to NEW material, and as the Type A's learned, we struggled. So, as a teacher, I would either be sure to group my students with the utmost care or I would try to let students who want to work alone do so. I don't think it's good to force group work anymore than it is helpful to call out quiet individuals to answer questions in front of the class. Even one tiny mistake can make certain students shut up for the entire class semester.
I think it always depends on the students. If the students’ culture does not emphasis group work, accept gender mixing, it will be harder to apply cooperative learning. However, as you always say, know your students! There are always individual differences even within one culture. For me personally, this technique was and still effective. Being able to know my classmates and work with them is always encouraging especially if there are cultural differences. When I understand my classmates and have some sort of a friendly relationship with them, I would be less worried about making mistakes in front of them. The differences between the students’ level sooth their anxiety about not being up to learning the language. I remember that last semester which was my first in UTA, I was very embarrassed of participating in my classes although I had a lot of ideas to share, but being around natives scared me at the beginning. Through the semester, my professors gave us a lot of cooperative activities by which I got to know must of my classmates. I became more enthusiastic to come to class, and less nervous to speak up. I know that I came up with an example of my university classes not ESL. But as a learner of English as a second language, being in any English speaking environment would make any chance to communicate with natives an ESL lesson.
ReplyDeleteI agree with many of my classmates who have posted above that this statement is true in some instances but not in others. While cooperative learning can provide the advantages included in this statement, it does not always provide those advantages and has a few limitations and/or drawbacks which we as teachers must take into consideration. In my opinion, one of the most important positive aspects of cooperative learning this statement brings forward is that in many classroom situations it removes (or at least greatly reduces) the fear from the learning process. Whereas a student who is asked to practice dialogue with the instructor might feel terrified, they may not feel nearly as frightened of practicing the exact same dialogue with the friend or classmate sitting next to them. This is, however, contingent on the students being comfortable with each other and comfortable with team/group work – if those elements are not in place, then I believe that cooperative learning can actually damage self-esteem. In addition, if the L1 culture promotes harsh interpersonal criticism or competition between individuals, the teacher may have additional challenges in establishing a culture of mutual respect among students and avoiding self-esteem damage to more sensitive learners. In my past experiences with cooperative learning, I enjoyed the more relaxed nature of the learning and the ability to feel comfortable speaking with others who were at a similar level to myself. However, an additional disadvantage I experienced in my language courses was that in cases where I was advanced beyond the other student/s in my group, I didn’t actually received much benefit from the interaction and instead spent a great deal of time trying to ‘teach’ the others. While this might be an advantage from the perspective of the instructor, I found it very frustrating as a student. I believe that cooperative learning can be a great technique to use in the classroom, but in order for it to be most effective the teacher would need to establish a culture of cooperation among the students from day 1 of class and also be aware of the needs of students who were either lagging behind or surging ahead of the rest of the class.
ReplyDeleteI can neither agree nor disagree with this quote. As both a student and a teacher, I have come to realize the most important thing about “learners” everywhere: every learner is different, and therefore learns differently. Although cooperative learning may work well for some, it may not work so well for others. The characteristics of cooperative learning include a non-competitive atmosphere, mostly group or pair work, and an overall learner-centered curriculum. For some, this may seem like a classroom out of a dream. However, for others it may seem more like a nightmare.
ReplyDeleteAs a teacher, I have had students who benefit from group work. They work together towards a common goal while gaining self-confidence and lowering anxiety and prejudice.They enjoy working together, and it shows. I have also had students who find this method hindering, difficult, and boring. For these students, I have found three main reasons why their experience with cooperative learning were unsuccessful.
The class I work with right now is compiled of students of all different cultures and languages. It’s a small class, but it’s rare to find more than one or two students who even speak the same language. In this class, group work is very challenging. The cultural differences cause an array of problems including women who refuse to be paired up with men, men who are too impatient to work with anyone younger than they are, and, of course, the language barrier(s). This is something beyond just feeling “uncomfortable” in groups and isn’t exactly what I would call a “lowering anxiety” method. Also, If I do pair together students who do speak the same language, it is very hard to get them to speak English only. They rely solely on their native language.
Another thing I have learned with this same class is that friendly competition is a very strong tool. As long as a line of respect has been drawn, and the students are comfortable enough with both me and their fellow students, competition can be a fun and an innocent activity. As soon as I see my students getting bored or un-interested, I immediately turn it into a game or a competitive activity for a prize. I am always amazed how quickly that can turn around a classroom full of bored students.
My students like to be challenged. As for most “volunteer based” classes, the class was not strategically put together. There are students of all different levels in my class, all learning the same things. When I put them into groups to help each other, I find that the more advanced students don’t get challenged as much. They end up helping the less advanced students, if they have the patience for it, and I find that they get neglected in return. In order to challenge each and every student, at times I need to give them different assignments. It’s hard to do group work when the students aren’t even working on the same assignment.