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المحاضرة الرابعةالمحاضرة الرابعة
Cooperative Learning
التعليم التعاونيCooperative Education التعلم التعاونيCooperative Learning ماهو التعلم التعاوني؟ لماذا التعاون يزيد من التحصيل والدافعية
للتعلم. لماذا تنجح األعمال الجماعية أكثر من
الفردية؟ماهي خصائص الشخصية السوية؟.كيف يتعامل األقران من أجل التعلم؟
مقدمةمقدمة
ماهو التعلم التعاوني
العمل كمجموعةالتعلم من األقرانحجم المجموعات إيجاد جو التنافساإلعداد الجيد .المعلم موجه
الدعوة للتعاونالتعاون على الخيرحب االجتماع ونبذ التفرق .حب الجماعة ونبذ الفردية
ي؟ون
تعاال
علمالت
اذالم
يالم
ساال د
بعال
يستمتع ويتعلم التالميذ منأقرانهم أكثر منه من معلمهم!
التعاون يؤدي إلى زيادة التعلم التنافس هو السر الخفي وراء
الحافز للتعلم.
ي؟ون
تعاال
علمالت
اذالم
يقع
واال
عدالب
:يرى بياجيه أن النضج والتجارب النشطة والتقبل
االجتماعي واالنضباط الشخصي...وسائل فائقة للنمو العقلي طرد الشعور بالوحدة والعزلة
االجتماعية.
ي؟ون
تعاال
علمالت
اذالم
يس
النفعد
الب
تنمية الشخصية االجتماعية الفاعلةاحترام الرأي اآلخرالتعارف بين التالميذ تنمية العمل الجماعي ومحبة
العمل مع اآلخرينالعالقات االجتماعية.وسائل فائقة للنمو العقلي
ي؟ون
تعاال
علمالت
اذالم
ياع
تماالج د
بعال
تنظيم المجموعات المجموعات الفاعلة تنظيم التفاعل بين التالميذ التفاعل اللفظي والتفاعل
العمليمهارات جمع المعلومات .تلخيص العمل
التعاوني التعلم تنظيم
المجموعات الكبيرة المجموعات الصغيرة األزواج المجموعات الدائمةالمجموعات المتغيرة.المجموعات المشكلة
المجموعات حجم
األسئلة الخمسة:- ماذا أعرف؟1- ماذا أريد أن أعرف؟2- كيف سأتعلم، وكيف سأعمل مع 3
اآلخرين؟- ماذا تعلمت؟4- كيف تعاونت، وماذا تعلمت مع 5
اآلخرين؟.
التعاوني العمل بناء
اإلعداد الجيد قبل الدرستخطيط الدرسجدولة العملإعداد األدواتإعداد البيئة توزيع المجموعات تقديم الدرس متابعة عمل المجموعاتالمراجعة الدائمة وإعطاء التعليمات التحرك بين المجموعات مناقشة المجموعات تقويم عمل المجموعات والدرس.غلق الدرس
التعلم في المعلم أدوارالتعاوني
مهارات التحركمهارات الجلوس مهارات التحدث بصوت منخفض مهارات المشاركة والتعريف
باالهتماماتمهارات اإليجابية نحو اآلخرين مهارات تعليم إشارات السكوت مهارات األسئلة العميقة مهارات استنباط العالقات بين
األشياءمهارات معارضة األفكار ال األشخاص مهارات توسيع األفكار.؟ مهارات دمج األفكار
في المعلم مهارات
التعاوني التعلم
حديث المعلم لكل الفصلحديث المعلم لكل مجموعةمناقشة المعلم لكل مجموعة حديث كل تلميذ مع المعلم حديث التلميذ مع المجموعة حديث التلميذ مع التلميذ الصمت .الفوضى
التعاوني التعلم تحليل
- عدم وضوح الفرق بين 1المجموعات التقليدية
والمجموعات التعاونية
- العزلة التي يتبناها 2أكثر المربين
- مقاومة التغيير3
- الجهد الكبير في 4اإلعداد والتخطيط للتدريس التعاوني.
Using the Jigsaw method …
You self-selected into “expert groups” Expert groups were given a learning
task which involved participating in different workshops
Expert groups now work together (9.30-10.30)
New groups will be formed and experts will teach each other what they learned (10.45-11.30)
There will be some check to see if the intended learning outcomes were achieved (11-30-11.45)
Expert groups: Sharing information
Question by question
Compare your responses, agree on salient points and examples
Plan your strategy for teaching your colleagues who attended other classes (15 mins teaching including questions)
Your data
In relation to the topic, what might a new teacher (i) know and (ii) be able to do from attending this workshop?
What teaching methods and activities did the academic developer use?
How would you describe the relationship between the academic developer and the participants?
Anything else that “strikes” you?
Teaching others Form into new groups to teach each other
what you learned in the workshop and discussed in your expert group
Follow this schedule… (15 minutes)… (15 minutes) Teacher is the time
keeper … (15 minutes)
If you finish in less than15 minutes, wait until you are given the signal to move onto the next topic
Learning check
About the contentAny “lessons” about preparing, supporting and working with new staff?
Your questions Anything still unanswered?
Co-operative learningFive elements:1. Clearly perceived positive
interdependence (sink or swim together)2. Individual accountability3. Face-to-face interaction4. Individual and small group skills5. Group processing
Students advance their own and each others’ learning
Potential outcomes…Academic benefits
Increased academic achievement
More academic discussion outside of the classroom
Longer information retentionBetter higher level reasoningBetter understanding of
alternative viewpointsImproved critical thinkingHigher motivation
Skills for employment & life
Improved social & communication skills
Better teamwork skills
Leadership practise
Independent learning skills
Jigsaw is a Co-operative Learning
Method . The class is divided into groups Groups are given different learning
tasks and plan what needs to be done to complete the task
Work is done either in or out of class
New groups are formed and group members teach each other what they have learned
Some check is put in place to ensure accurate understanding
Read Ledlow’s article for more detail
Using Jigsaw, Example 1
Short course: 10 Activities to Get Students to Talk in Class
Intended learning outcomes
Participants learn how to use the Jigsaw in their own classes
Participants learn different ways to get students to ask and answer questions
Time frame: About 45 minutes
Jigsaw, Example 1 Step 1: Form expert groups
1. Remember the number you are given
1 2 3 1 2 3 1 2 3 1 2 3
2. Form groups with other participants who have the same number as you
1111 2222
3333
Jigsaw, Example 1 Step 2: Introductions and
preparation
If you have not already met, take turns to introduce yourself to your group
Read the activity you have been given
In the next 10 minutes
Make sure you each understand the activity/activities that have been described
Decide whether you think it would be useful to use with students at your College
Come up with any suggestions for improvement
22222222
11111111
33333333
Jigsaw, Example 1
Step 3: Learning from each other
Form into new groups (diagram)
Drawing on the discussion within your last group, take turns to:Explain your activity to your new group Give your previous group’s opinion on
(i) its usefulness (ii) suggestions for improvement (5 mins with questions… Adele is the timekeeper)
Follow this order (i) Group 1 (ii) Group 2 (iii) Group 3
123 123 123123
Jigsaw, Example 1
Step 4: Check on learning
Five “volunteers” to finish any one of these stems…
The activity that would be most useful to me…
Something I have been thinking about in relation to the way I typically ask questions…
I don’t think [activity] would work with my class because….
The most important learning I got from this exercise is….
Jigsaw, Example 2 Step 1: Form expert groups
Form groups with other students who have a task sheet that is the same colour as yours. No more than 6 in a group.
Jigsaw, Example 2 Step 2:
Introduce yourselves if you have not already met
Read your task sheet and agree with your group members about: What needs to be done Who will do it
Ask Teacher for help if you need it.
Jigsaw, Example 2 Reviewing the “Jigsaw” using a “Round”..
Since we started on this TLA (teaching and learning activity),
what skills have been required of you?
Jigsaw, Example 2 Steps…
1. Divide class into groups 2. Groups plan what needs to be
done3. Out of class work
and coming up
4. Share and organise information in your ‘expert’ groups
5. Share information with others in the class
Jigsaw, Example 2 Step 4: Sharing and synthesising your research
Share with your expert group what you have learned from your overnight research
Plan and prepare an A3 Poster (photocopies for each group member will be made) that captures your learning (1hr 15mins)
(LATER, each group member will present their research/poster to another group)
Jigsaw, Example 2 Reviewing the “Jigsaw” so far…
1. A question I have ….2. Something that bothers me
…3. A skill that was demanded
in Step 4…
Jigsaw, Example 2 Step 5: Teaching others
Form into new groups to teach each other what you learned in your expert group
Follow this schedule… (0-15)…. (15-30) Teacher is the time keeper
… (30-45)…. (45-60)
If you finish in less than15 minutes, wait until you are given the signal to move onto the next topic
Jigsaw, Example 2 Reviewing the “Jigsaw”
Reactions to Step 5?
Jigsaw, Example 2 Step 7: Learning check
Instructions:
Step 1: By yourself, complete the test (there may be more than one correct answer for each question) (about 5 minutes)
Step 2: Reassemble into your “expert” team, appoint a “recorder”, and compare your answers
Step 3: The recorder places the team’s answers on the whiteboard once agreement is reached.
Step 4: The recorder will be advised if there is an incorrect answer. In this case, teams must renegotiate answers. Resource documents can be used in second and successive attempts to “pass” the test.
Jigsaw, Example 2 Step 7: alternative Learning checkAbout the contentThe most important thing you have
learned about services and resources?
About the process
Might you use it in your own classes?If so, what topic and how might you
adapt it?
vvvvvv
Using “The Fishbowl” to share experiences Discussion activity
suitable for large groups
Allows the whole group to participate in one conversation and share, listen to, and critique viewpoints and experiences
Eliminates reporting back
Leading Academic Development, Adele Graham (02/08) Leading Academic Development, o2/o8, Adele
Graham
Fishbowl instructionsFour volunteers to start the discussion
“Academic Development in Saudi Arabia” (notes as prompts)
Participants who are outside the fishbowl may want to contribute their experiences/views to the conversation or ask a question. They can do so by taking up the empty chair
When the empty chair becomes occupied, someone already in the fishbowl must leave
If you are inside the fishbowl and want to leave, you can do so by tapping-in someone outside the fishbowl to take your place
CAD staff who have a question can take up the empty-chair but leave when it is addressed. No-one leaves if CAD joins.
Leading Academic Development, Adele Graham (02/08)
If you do not join the fishbowl, be ready to provide a summary of the discussion
Leading Academic Development, o2/o8, Adele Graham