2005-06-06 09:00:05clisland
省思雜記 2005/05/23
合作教學法 Cooperative Learning(合作式學習、合作教學法)
1. 重點摘要
a. 五大基本元素：(1)積極的相互依賴 (2)面對面的促進性互動 (3)個別的責任或績效 (4)人際與小組技巧 (5)團體歷程
b. 優點：(1)學業成就 (2)改善的自尊 (3)主動的學習 (4)社交技巧的發展 (5)同學的接納與友誼
c. 常見的合作教學法模式---
(1) 小組成就區分法 (STAD)，實施步驟如下：
全班授課→分組學習→學習評量→計算個別的進步分數→小組的鼓勵
(2) 小組遊戲競賽法 (TGT)，實施步驟：
全班教學→分組學習→遊戲競賽→學習表揚
(3) 拼圖法第二代 (Jigsaw II)，最適用於平行式的教材，實施步驟：
全班教學→專家小組學習→異質小組學習→學習評量→學習表揚
(4) 思考分組分享法 (TPS)：
先讓學生兩兩坐對面→老師先提出一個問題讓學生先自行思考→兩人小組再彼此分享與核對答案→最後老師要求每一組跟其他組別分享
2. 對我的衝擊
合作教學法在課堂中是最常用到的一種方式，但蔡老師在上課中曾經提到，分組未必是合作，我想這句話是非常實際的問題，往往老師也會忽略。因為分組的時候例如多人小組討論，一定會有主導的同學跟被動的同學，也有像老鼠屎一樣的學生根本不想做事情，而且雖然老師在教室裡走動巡視同學的狀況，也未必能發現這樣的問題，更別說是分組合作的團體報告了。因此，如果分了組卻達不到合作學習的效果，老師就該採取行動，要深入了解同學們之間的溝通是不是出了問題，適時的給予協助。從以前中學合作學習的經驗，我發現比較少有學習評量與小組表揚的部分，似乎是同學報告完之後就沒了，老師的評量也是只打分數，比較少公開討論或者是表揚。可是我覺得應該要公開討論但是要拿捏的好，作不好的學生給以鼓勵，並表揚每一組的優點，才會讓學生更有信心。
3. 日後的規劃
合作教學法是未來教學一定會用上的好幫手，就英文科來說，可以運用的方面很多，例如像是分組短劇演出，可以讓學生設計劇本內容、又可以讓大家學習一起完成一件事情；或者分組遊戲競賽也是一個好方法，在設計教學新單元的時候，或者是複習舊單元也適用，讓學生分組搶答，不但可以集中他們的注意力，也會彼此互相幫忙，而且我覺得分組活動可以當作評量的一項，像我就希望少用紙筆測驗來考學生，畢竟學生都快考爛了也不見的學到東西，倒不如讓他們壓力小一點，而且準備報告其實也不見得輕鬆，從資料的找尋、篩選、整理、討論、分析等等，其實都可以讓學生學到不同的技巧，可以建議學生們在小組當中，先列出該負責的幾部分，再來分配工作，而每次的討論，每個學生都要換自己沒有負責過的工作來擔任。
4.其他資料
Drs. Roger and David Johnson
Description:
Cooperative Learning is the instructional use of small groups so that students work together to achieve shared goals. In cooperative learning groups students are given two responsibilities: to learn the assigned material and to make sure that all other group members do likewise. Cooperative learning may be used to teach specific content (formal cooperative learning groups). to ensure active cognitive processing information during lectures (informal cooperative learning groups), and to provide long-term support and assistance for academic progress (cooperative base groups. Any assignment in any curriculum for any age student can be structured cooperatively if the teacher has the proper training.
Applications:
The purpose of cooperative learning is to make each group member a stronger individual in his or her own right. There should be a pattern and flow to classroom learning--learn it together, perform it alone.
Cooperative learning differs from traditional classroom grouping in that it requires that teachers carefully structure the group so that students believe they
(a) sink or swim together,
(b) assist and encourage others to achieve,
(c) are individually accountable for doing their part of the group's work,
(d) have to master the required interpersonal and small group skills to be an effective group member, and
(e) should discuss how well the group is working and what could be done to improve the group work.
Unless these five essential elements are included, the small groups are not cooperative.
Results of Use:
Cooperative learning has a considerable body of research validating its effectiveness. Over the past 90 years 550 studies have been conducted comparing the relative effectiveness of cooperative, competitive, and individualistic learning. Cooperative learning consistently improves achievement and retention, creates more positive relationships among students, and promotes students' psychological health and self-esteem. We know more cooperative learning than we do about almost any other aspect of teaching and learning.
The Cooperative Learning Center has been a part of the College of Education at the University of Minnesota for over 20 years. The funding has come from the Office of Special Education, Department of Education, Office of Naval Research Department of Defense, and the National Science Foundation.
Future Directions:
Recent work has concentrated on moving on from cooperative classrooms to cooperative schools and systems. Leading the Cooperative School is aimed at school administrators and teacher leaders and details this next step from a school where "some teachers use cooperative learning" to becoming a Cooperative School. Growing attention is being given to the book, Active Learning: Cooperation in the College Classroom which examines the use of cooperative learning in adult settings. Teaching Students to be Peacemakers has become the focus of preventing and dealing with violence in the schools. The Center is equally interested in the Creative Controversy material which focuses on stirring up more intellectual conflict in classrooms.
The current projects that may prove promising are related to assisting schools in Eastern Europe to promote cooperative learning as one way to help prepare a next generation for democracy and the free enterprise system. A new project is in collaboration with the Disney Corporation and Stetson University to design the school and teacher academy for the Celebration Community on Disney land in Orlando.
Key consultants:
Key consultants, trainers, writers in the field: Dr. Roger Johnson, Dr. David Johnson, Dr. Edythe J. Hollubec. In addition, from the thousands of teachers and administrators who have been trained in Cooperative Learning, have come about five hundred people who have had Leadership Training and are teaching Cooperative Learning in their own areas. This network of carefully selected people allows us to refer people who are seeking help with cooperative learning to leaders in their own community or close by.
Recommended Materials and Resources:
Roger and David Johnson. Cooperation, Competition: Theory and Research
Highly recommended: A review of more than 500 studies using meta-analysis techniques. Interaction Book Company. 7208 Cornelia Dr. Edina, MN 55435. (612) 831-9500. 1989.
1. 重點摘要
a. 五大基本元素：(1)積極的相互依賴 (2)面對面的促進性互動 (3)個別的責任或績效 (4)人際與小組技巧 (5)團體歷程
b. 優點：(1)學業成就 (2)改善的自尊 (3)主動的學習 (4)社交技巧的發展 (5)同學的接納與友誼
c. 常見的合作教學法模式---
(1) 小組成就區分法 (STAD)，實施步驟如下：
全班授課→分組學習→學習評量→計算個別的進步分數→小組的鼓勵
(2) 小組遊戲競賽法 (TGT)，實施步驟：
全班教學→分組學習→遊戲競賽→學習表揚
(3) 拼圖法第二代 (Jigsaw II)，最適用於平行式的教材，實施步驟：
全班教學→專家小組學習→異質小組學習→學習評量→學習表揚
(4) 思考分組分享法 (TPS)：
先讓學生兩兩坐對面→老師先提出一個問題讓學生先自行思考→兩人小組再彼此分享與核對答案→最後老師要求每一組跟其他組別分享
2. 對我的衝擊
合作教學法在課堂中是最常用到的一種方式，但蔡老師在上課中曾經提到，分組未必是合作，我想這句話是非常實際的問題，往往老師也會忽略。因為分組的時候例如多人小組討論，一定會有主導的同學跟被動的同學，也有像老鼠屎一樣的學生根本不想做事情，而且雖然老師在教室裡走動巡視同學的狀況，也未必能發現這樣的問題，更別說是分組合作的團體報告了。因此，如果分了組卻達不到合作學習的效果，老師就該採取行動，要深入了解同學們之間的溝通是不是出了問題，適時的給予協助。從以前中學合作學習的經驗，我發現比較少有學習評量與小組表揚的部分，似乎是同學報告完之後就沒了，老師的評量也是只打分數，比較少公開討論或者是表揚。可是我覺得應該要公開討論但是要拿捏的好，作不好的學生給以鼓勵，並表揚每一組的優點，才會讓學生更有信心。
3. 日後的規劃
合作教學法是未來教學一定會用上的好幫手，就英文科來說，可以運用的方面很多，例如像是分組短劇演出，可以讓學生設計劇本內容、又可以讓大家學習一起完成一件事情；或者分組遊戲競賽也是一個好方法，在設計教學新單元的時候，或者是複習舊單元也適用，讓學生分組搶答，不但可以集中他們的注意力，也會彼此互相幫忙，而且我覺得分組活動可以當作評量的一項，像我就希望少用紙筆測驗來考學生，畢竟學生都快考爛了也不見的學到東西，倒不如讓他們壓力小一點，而且準備報告其實也不見得輕鬆，從資料的找尋、篩選、整理、討論、分析等等，其實都可以讓學生學到不同的技巧，可以建議學生們在小組當中，先列出該負責的幾部分，再來分配工作，而每次的討論，每個學生都要換自己沒有負責過的工作來擔任。
4.其他資料
Drs. Roger and David Johnson
Description:
Cooperative Learning is the instructional use of small groups so that students work together to achieve shared goals. In cooperative learning groups students are given two responsibilities: to learn the assigned material and to make sure that all other group members do likewise. Cooperative learning may be used to teach specific content (formal cooperative learning groups). to ensure active cognitive processing information during lectures (informal cooperative learning groups), and to provide long-term support and assistance for academic progress (cooperative base groups. Any assignment in any curriculum for any age student can be structured cooperatively if the teacher has the proper training.
Applications:
The purpose of cooperative learning is to make each group member a stronger individual in his or her own right. There should be a pattern and flow to classroom learning--learn it together, perform it alone.
Cooperative learning differs from traditional classroom grouping in that it requires that teachers carefully structure the group so that students believe they
(a) sink or swim together,
(b) assist and encourage others to achieve,
(c) are individually accountable for doing their part of the group's work,
(d) have to master the required interpersonal and small group skills to be an effective group member, and
(e) should discuss how well the group is working and what could be done to improve the group work.
Unless these five essential elements are included, the small groups are not cooperative.
Results of Use:
Cooperative learning has a considerable body of research validating its effectiveness. Over the past 90 years 550 studies have been conducted comparing the relative effectiveness of cooperative, competitive, and individualistic learning. Cooperative learning consistently improves achievement and retention, creates more positive relationships among students, and promotes students' psychological health and self-esteem. We know more cooperative learning than we do about almost any other aspect of teaching and learning.
The Cooperative Learning Center has been a part of the College of Education at the University of Minnesota for over 20 years. The funding has come from the Office of Special Education, Department of Education, Office of Naval Research Department of Defense, and the National Science Foundation.
Future Directions:
Recent work has concentrated on moving on from cooperative classrooms to cooperative schools and systems. Leading the Cooperative School is aimed at school administrators and teacher leaders and details this next step from a school where "some teachers use cooperative learning" to becoming a Cooperative School. Growing attention is being given to the book, Active Learning: Cooperation in the College Classroom which examines the use of cooperative learning in adult settings. Teaching Students to be Peacemakers has become the focus of preventing and dealing with violence in the schools. The Center is equally interested in the Creative Controversy material which focuses on stirring up more intellectual conflict in classrooms.
The current projects that may prove promising are related to assisting schools in Eastern Europe to promote cooperative learning as one way to help prepare a next generation for democracy and the free enterprise system. A new project is in collaboration with the Disney Corporation and Stetson University to design the school and teacher academy for the Celebration Community on Disney land in Orlando.
Key consultants:
Key consultants, trainers, writers in the field: Dr. Roger Johnson, Dr. David Johnson, Dr. Edythe J. Hollubec. In addition, from the thousands of teachers and administrators who have been trained in Cooperative Learning, have come about five hundred people who have had Leadership Training and are teaching Cooperative Learning in their own areas. This network of carefully selected people allows us to refer people who are seeking help with cooperative learning to leaders in their own community or close by.
Recommended Materials and Resources:
Roger and David Johnson. Cooperation, Competition: Theory and Research
Highly recommended: A review of more than 500 studies using meta-analysis techniques. Interaction Book Company. 7208 Cornelia Dr. Edina, MN 55435. (612) 831-9500. 1989.