Prepared by
Rizky Nurul Amalia
Hanny S. Surya
Yakob Metboki
Budi Ilhami
An overview on Learning Theory
Learning theory has been thought of as a key
factor in teaching and learning
Teacher is the one who has to have the
understanding of learning
Learning theory is “a general set of
statement which is applied in order to
explain
the
condition
of
learning”
(Sugihartono, et al, 2007: 89)
5 points to know about learning theory
Understanding the basic concepts, features, and scope
How is teachers’ attitude and role if the theory is applied
Environmental factors ( facility, tool, condition) to afford the learning
process
Understanding the steps in teaching and learning process
What things should the students do?
Factors in criticizing learning theory
The updating facts
of its development
Understanding the
background from which
the theory is generated.
Knowing the
developer
Kinds of learning theory
Behaviorism theory of
learning
Constructivism theory of
learning
Humanism Theory of
learning
Cooperative Learning Theory: a born theory of
constructivism theory learning
Definition
“The instructional method, where students work in
group to help one to another during learning
activities”.
The cooperation involves two people, and the
maximum one was four people with different
background.
Techniques in Cooperative Learning Theory
3 categories of technique
Simple Structures (11)
Student Team Learning
Techniques (3)
Bridging techniques (4)
Think-Pair-Share
STAD (Student TeamsAchievement Divisions)
Snowballing
T.A.P.P.S.(Talking Aloud
Paired Problem-Solving)
TGT (Teams-GamesTournaments)
Brainstorm Building
Study Buddies
JIGSAW II
Modified What I Know
Partner Reading
Checkmates
Three Step Interview
Roundtable
Circle of Knowledge
Numbered Heads
Together
Pairs Check
Send a Problem
Pairs-Consulting-Pairs
The developer and his idea:

Kagan in Bookman, et al (2001: 1)
believed that Number Heads Together is
“a technique which is useful for quickly
reviewing objective material in a fun
way”.
What does it look like?




Practically, students in each team of four are
numbered 1, 2, 3, or 4.
In so doing, students train each other on the
material to be mastered. This is also called
Discussing Reasons.
Next, teachers pose a question and call a
number: 1, 2, 3, or 4. Students with that
number are allowed to answer and earn points
for their team.
Furthermore, the class can be lead to repeat
the previous sections
(Bookman, et al, (2001); Jacob, Lee, & Ball (p. 43-44).
Using NHT is effective in ELT
Central
• NHT is the concept of building both individual accountability and
positive interdependence.
• Students’ knowledge on any subject matter is exposed automatically.
• Brown (2000: 283)
• “automatic process refers to processing in a more complex skill, where the
Theoretical “hard drive” of your brain can manage hundreds and thousands of bits of
information”
base
Speaking
Skill
• The technique is applicable to refer to speaking because it raises the
collaborative skill of asking for and giving reasons.
References





Bookman, B., et al. (2001). Cooperative Learning Descriptions of some commonly used techniques.
The NYS Biology - Chemistry Mentor Network, DDE Title
II, FLCC, 2001. Retrieved November 11, 2012, from
http://opas.ous.edu/Committees/Resources/Research_pa
pers/15CommonlyUsedTechniques.pdf.
Brown, H.D. (2000). Principles of LlanguageLearning and
Teaching. 4th Edition. New York: Prentice Hall Regents.
Jacobs, G. M., Lee, G. S., & Ball, J. (….) Cooperative
Learning. A sourcebook of Lessons Plans for Teacher
Education on Cooperative Learning. ……Kagan
Cooperative Learning.
Slavin, R. E. (1995). Cooperative Learning. New York:
Teachers Collage Press.
Sugihartono, et al.
(2007). Psikologi Pendidikan.
Yogyakarta: UNY Press.
NUMBERED HEAD
TOGETHER
Steps





Preparation
Formation of
groups
Discussion of
problems
Call the
number of
members or
giving answers
Gives
conclusions
Preparation…,
preparing a
lesson plan
If you fail to plan
You plan a failure
Formation of groups…,
The teacher divides the
students into heterogeneous
groups consisting of 3-5
students
 Teachers gave a number to
each student in the group and
name the group
 The group was formed by a
mixture of in terms of social
background, race, ethnicity,
gender and learning ability
 If one group is smaller than
the others have no. 3 answer
for no. 4 as well. The teacher
can give numbers or students
can give numbers themselves

Management Tips…,
Before posing a question, make sure each
person is assigned a number
 Having students sit in a specific seat
according to number insures honesty in
responding
 Model how to make sure each person
knows the answer

Heads Together…,





Activity sheets
distributed to students as
a material to be studied
Students then think
individually
Discussion of problems
Each member of the group
they should know the
answer to the question
Ensure enough ‘wait time
is given for the group to
do the task
Call the number of members…,
The teacher then calls a
number and students from
each group with the same
number raised their hands
 prepare for and respond
to the entire class

Variations…,
 Instead of sharing out with the class, they share with
their answers with students who have the same
number.
 Reinforce mental math by calling numbers as the
result of mental math problems. (e.g. Call on students
whose number is the square of two.)
Gives conclusions…,
Teachers with students concluded the final answer of all questions
related to the material presented
The Illustration…,
References
http://teaching-mystudents.blogspot.com/2011/08/number
ed-heads-together-nht-model-in.html
retrieved on 29th November 2012
 Kagan Publishing
 http://www.eazhull.org.uk/nlc/numbered_
heads.htm
