This document discusses implementing cooperative learning in ESL classrooms. It addresses: 1) Benefits of cooperative learning like increased student talk and motivation. 2) Approaches for mixed-ability classrooms like tiered tasks that appropriately challenge all students. 3) Answers frequently asked questions about cooperative learning logistics like how to form groups, manage noise levels, and keep groups engaged.

1. Section 2: Classroom Dynamics
Chapter 5: Implementing Cooperative Learning
Chapter 6: Mixed-Level Teaching:Tiered Tasks and Bias Tasks
Presenter: Seyed Hamed Hashemian
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2. When there is less ideal situation for teachers as they expected in terms
of teaching. The learning process tend to lead the use of teaching
methodology which does not promote optimal learning.
For instance: teacher-centered methodology, which largely ignores
individual differences and the contribution of the learners in the learning
process is, regretfully, still ubiquitous in most of ESL classrooms.
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3. The initial chapter have an in-depth look to the principles for implementing cooperative learning.
Benefits of cooperative learning:
Less teacher talk
A more relaxed classroom atmosphere
 A greater amount of comprehensible input
Greater motivation for learning
More negotiation of meaning
 More varied student talk
Increased student talk
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4. The second chapter elaborates the mixed-ability classroom.
Bowler and Parminter view mixed-ability classes from positive perspective and suggest a
number of teaching approaches.
One of the greatest advantages of designing multilevel tasks is that no student feels left
out as each one of them is suitably challenged.
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5. From the writers’ experience doing workshops and courses for instructors about
cooperative learning, they have opted ten of the most commonly asked nuts-and-bolts
questions and they have come up with viable solutions regarding the questions which will
be revealed.
1.Even two people are a group.
2.The smaller the group, the more each member talks. Smaller groups can do an
activity more quickly.
3.Larger groups are good due to the fact that they provide more people for doing
big tasks, increase the variety of people in terms of skills, personalities,
backgrounds.
4.Group of four is recommended in majority of books.
1.How big should groups be?
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6. 1.Teacher-selected groups.
2.On the basis of language proficiency, first language, sex, race, and diligence.
3.Mixed proficiency groups.
4.Random grouping.
5.When pupils become good at cooperative group work, they are capable of
grouping themselves.
2.How should groups be formed?
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7. 1.A signal such as raising your hand , RSPA(Raise hand, Stop talking, Pass the
signal to those who have not seen it, Attention to teacher).
2.Flicking the lights on and off, blowing a whistle, Knocking on the board,…
3. A small minority of teachers play music in the background as groups study
together. In this case, turning off the music can be the attention signal.
3.When students are working in their groups,
how can the teacher get the classes attention?
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8. 1. The closer together students sit, the more quietly they can talk.
2. One student per group can be the noise monitor or quiet captain whose
function is to urge the group to collaborate actively, yet quietly.
4.What can be done if the
noise level becomes to high?
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9. 1.Grouo games may encourage pupils to look forward to other group-learning
activities.
2.Students should realize that studying in groups is merely one of several ways
of acquiring that will go on in the class.
3.Students who do not want to study in groups can be allowed to work on their
own. In our experience, after a while, they will want to take part in the group
interaction and will ask to join a group.
5.What if a student does not want
to cooperate or work in a group?
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10. 1.Ask students to give the other groups a hand that have not yet finished.
2.Check to see if the groups have done the assignment properly.
3.Groups that finish early can work on homework or other assignment.
4.Set time limits to discourage groups from dawdling. These time limits are
flexible. If groups are working well, but need more time, the limit can be
extended.
5.Have groups that finish early compare what they have done with other
groups that also finished early.
6.What if some groups
finish earlier than others?
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11. 1.Assign tasks that can be accomplished in one class period.
2.Be prepared to adjust grading if such students leave their groups in a lurch,
giving absent student a lower mark.
3.Let groups be responsible for contacting absent members to inform them of what
they missed and to make sure that they know what the assignments are.
4.In an ongoing activity, ask groups to update absent members when they
return to school. This encourages students to develop peer-tutoring skills.
7.What if a few students
are frequently absent?
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12. 1.Avoid keeping groups together if they begin to become cliquish.
2.Even while pupils are in long-term groups, short one-shot activities can be done
with different grouping configurations. This may add a bit of variety.
3.Keeping groups together for fairly long periods, 4 to 8 weeks, gives them a chance
to become comfortable with one another, allows them to form a group identity and
bond, gives them the opportunity to learn how to overcome difficulties they
have working together.
8.How long should
groups stay together ?
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13. 1.Groupmates can write “letters of reference” to be given to members of the
person’s new group.
2.all groups can end with statements by learners and the teacher not only about
the content learned, but also about the learning process.
3.Group products can be posted or published. This aids a sense of achievement
and gives credibility to the group’s work.
4.Group pictures can be taken.
9.How should groups be ended?
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14. 1.No one suggests that the class be organized in cooperative groups all the
time.
2.Interact with colleagues for support and ideas.
3.Making cooperation a content theme helps students tune in to working
together.
4.Discuss with students the whys and hows of learning together.
5.Many cooperative learning activities combine a group component with
components in which the teacher demonstrates, and others in which
students work alone.
10.What percentage of the time
should cooperative learning be used?
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15. “Try to study one hour per a day. This habit will
eventually make you one of the most
knowledgeable people in your field.”
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