Second Group

Dyah Nur Aini

Emilia Nur Febriantiny

Meti Wisma Rini

Definition of Cooperative learning. 

 Cooperation is working together to accomplish shared goals.  Within cooperative situations, individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning, or an educational approach which aims to organize classroom activities into academic and social learning experiences.

Theory of CL

            Kurt Lewin refined Koffka’s notions in the 1920s and 1930s while stating that (a) the essence of a group is the interdependence among members (created by common goals) which results in the group being a “dynamic whole” so that a change in the state of any member or subgroup changes the state of any other member or subgroup, and (b) an intrinsic state of tension within group members motivates movement toward the accomplishment of the desired common goals.

            In the late 1940s, one of Lewin’s graduate students, Morton Deutsch, extended Lewin’s reasoning about social interdependence and formulated a theory of cooperation and competition (Deutsch, 1949, 1962).  Deutsch conceptualized three types of social interdependence–positive, negative, and none.  Deutsch’s basic premise was that the type of interdependence structured in a situation determines how individuals interact with each other which, in turn, largely determines outcomes.  Positive interdependence tends to result in promotive interaction, negative interdependence tends to result in oppositional or contrient interaction, and no interdependence results in an absence of interaction.

Types of CL

Formal Cooperative Learning

1.  Making preinstructional decisions. 

2.  Explaining the instructional task and cooperative structure.

3.  Monitoring students’ learning and intervening to provide assistance in (a) completing the task successfully or (b) using the targeted interpersonal and group skills effectively.

4.  Assessing students’ learning and helping students process how well their groups functioned.

Informal Cooperative Learning

1.      Introductory Focused Discussion

2.      Intermittent Focused Discussions

a.  Each student formulates his or her answer.

b.  Students share their answer with their partner.

c.  Students listen carefully to their partner’s answer.

d.  The pairs create a new answer that is superior to each member’s initial formulation by integrating the two answers, building on each other’s thoughts, and synthesizing.

The question may require students to:

a.  Summarize the material just presented.

b.  Give a reaction to the theory, concepts, or information presented.

c.  Predict what is going to be presented next; hypothesize.

d.  Solve a problem.

e.  Relate material to past learning and integrate it into conceptual frameworks.

f.  Resolve conceptual conflict created by presentation.

            3.  Closure Focused Discussion