This is a presentation about learning strategy training cooperative learning

1. Learning Strategy Training

2. What is Learning Strategy Training?
 It is a methodological innovation and its main concern is with the
language learner.
 It reflects an interesting and enduring methodogical practice.
 In the 1970’s learners were considered to be more actively
responsible for their own learning.

3.  In 1975 Rubin investigated what “good language learners” did to
facilitate their learning.
 She identified some of their learning strategies.
 Learning strategies are “the techniques or devices which a learner
may use to acquire knowledge”.

4. Characteristics of good language
learners
 Willing and accurate guessers.
 Strong desire to communicate no matter making mistakes.
 Attend to the meaning and the form of the language.
 Practice and monitor their speech as well as the speech of others.

5. A model for LST
Situation:
 Students complain about their reading assignments because they
are lengthy.
 The teacher teaches them the strategy of advanced organization.

6. Advanced organization strategy
 Based on previewing and skimming to get the gist of a reading
passage.
 It allows students to improve comprehension and the speed when
they read.

7. Teacher’s role
He shows how to apply the strategy when reading:
 1 Title and subheadings.
 2 Pictures.
 3 Skim each paragraph: main ideas.

8. This strategy is called “metacognitive
strategies” by Chamot and O’Malley
(1994). Used to:
 plan
 monitor
 evaluate a learning task

9. Other examples of Metacognative
Strategy:
 Arranging the conditions that help one learn best.
 Setting long and short term goals.
 Checking one’s comprehension when reading or listening.

10. Chamot and O’Malley identify tow other
categories

11. Cognative strategies
Learners interacting and manipulating what is to be learned, e.g:
 Replying a word or phrase mentally to “listen” to it again.
 Outlining and summarizing what has been learned from reading
and listening.
 Using keywords.

12. Social/affective strategies
Learners interact with other persons or “use affective control to assist
learning”, e.g:
 Creating situations to practice the target language with others.
 Using self-talk.
 Cooperating and working with others to share information, obtain
feedback, and complete a task.

13. Cooperative Learning

14. What it is cooperative learning ?
Cooperative learning(sometimes called collaborative learning)
involves students learning from each other in groups.
The important thing is the way that students and teachers work
together.
Teachers teach students collaborative or social skills so that they can
work together more effectively.

15. What is the difference between
cooperative & collaborative learning?
Cooperative learning:
Small Group Learning Strategy in which group members are
responsible for a portion of the work. Group members is part of a
cooperative team and helping members learn.
Collaborative learning:
Small Group Learning Strategy in which students work together to
solve a problem.
Students may use cooperative and collaborative learning strategies to
solve a problem

16.  In Cooperative learning, students must work in groups to
complete tasks collectively.
 Unlike individual learning, which can be competitive in nature,
students learning cooperatively.

17. Why Cooperative Learning?
We Learn:
 10% of what we read
 20% of what we hear
 30% of what we see
 50% of what we both see and hear
 70% of what is discussed with others
 80% of what we experience personally
 95% of what we teach someone else
William Glasser

18. Teachers Role
Initially, the teacher carefully designs meaningful tasks that require
active participation of each student in the group toward a common
end. At the beginning of a cooperative lesson the teacher's role can be
defined as a "task setter." As groups work on tasks, the teacher acts as
a facilitator/coach moving from group to group to monitor the
learning process. The teacher also provides students with on-going
feedback and assessment of the group's progress.

19. Students Role
 task master: to keep the group focused on the task of completing the
statements.
 Recorder :to write the group’s answer and important information (e.g.,
directions or group work).
 Timekeeper :keeps group on task and on time.
 Checker : to see that all of the work is done.
 Reporter: to give the group reports.

20. Basic elements
 Positive interdependence: Students feel responsible for their own
and the group's effort.
 Face-to-face interaction: Students encourage and support each
other; the environment encourages discussion and eye contact.
 Individual and group accountability: Each student is responsible
for doing his part; the group is accountable for meeting its goal.
 Social Skills: Social skills must be taught for successful cooperative
learning to occur.
 Group processing: Group members analyze their own and the
group's success, effectiveness and decide how it can be improved.

21. When can we use it ?
Cooperative learning can be used in any class at any level with any
subject area.
Cooperative learning works well when it is a part of the culture of a
classroom, and when students are familiar with working together
and know what is expected of them.

22. Limitations
Sharan (2010) describes the constant evolution of cooperative
learning as a threat. Because cooperative learning is constantly
changing, there is a possibility that teachers may become confused
and lack complete understanding of the method. The fact that
cooperative learning is such a dynamic practice means that it can not
be used effectively in many situations. Also teachers can get into the
habit of relying on cooperative learning as a way to keep students
busy. It will consume time. Also preview and evaluations may not
reflect true experiences due to perceived competition among peers.
Students might feel pressure.

23. Thank you for your attention!

24. Prepeared by:
Fatemeh Sadat Hoseinie.