‫المحاضرة الرابعة‬
Cooperative Learning
‫مقدمة‬
‫‪ ‬التعليم التعاوني ‪Cooperative Education‬‬
‫‪ ‬التعلم التعاوني ‪Cooperative Learning‬‬
‫‪ ‬ماهو التعلم التعاوني؟‬
‫‪ ‬لماذا التعاون يزيد من التحصيل والدافعية للتعلم‪.‬‬
‫‪ ‬لماذا تنجح األعمال الجماعية أكثر من الفردية؟‬
‫‪ ‬ماهي خصائص الشخصية السوية؟‬
‫‪ ‬كيف يتعامل األقران من أجل التعلم؟‪.‬‬
‫ماهو التعلم التعاوني‬
‫‪ ‬العمل كمجموعة‬
‫‪ ‬التعلم من األقران‬
‫‪ ‬حجم المجموعات‬
‫‪ ‬إيجاد جو التنافس‬
‫‪ ‬اإلعداد الجيد‬
‫‪ ‬المعلم موجه‪.‬‬
‫‪‬الدعوة للتعاون‬
‫‪‬التعاون على الخير‬
‫‪ ‬حب االجتماع ونبذ التفرق‬
‫‪ ‬حب الجماعة ونبذ الفردية‪.‬‬
‫‪‬يستمتع ويتعلم التالميذ من أقرانهم أكثر منه‬
‫من معلمهم!‬
‫‪‬التعاون يؤدي إلى زيادة التعلم‬
‫‪‬التنافس هو السر الخفي وراء الحافز للتعلم‪.‬‬
‫‪‬يرى بياجيه أن‪:‬‬
‫‪‬النضج والتجارب النشطة والتقبل االجتماعي‬
‫واالنضباط الشخصي‪...‬‬
‫‪‬وسائل فائقة للنمو العقلي‬
‫‪ ‬طرد الشعور بالوحدة والعزلة االجتماعية‪.‬‬
‫‪ ‬تنمية الشخصية االجتماعية الفاعلة‬
‫‪ ‬احترام الرأي اآلخر‬
‫‪ ‬التعارف بين التالميذ‬
‫‪ ‬تنمية العمل الجماعي ومحبة العمل مع اآلخرين‬
‫‪ ‬العالقات االجتماعية‬
‫‪ ‬وسائل فائقة للنمو العقلي‪.‬‬
‫الرابعة‬
‫• اإلنهاء‬
‫• االنتاجية‬
‫الثالثة‬
‫الثانية‬
‫• بلورة معايير‬
‫العمل‬
‫• التعرف‬
‫األولى‬
‫تنظيم التعلم التعاوني‬
‫‪ ‬تنظيم المجموعات‬
‫‪ ‬المجموعات الفاعلة‬
‫‪ ‬تنظيم التفاعل بين التالميذ‬
‫‪ ‬التفاعل اللفظي والتفاعل العملي‬
‫‪ ‬مهارات جمع المعلومات‬
‫‪ ‬تلخيص العمل‪.‬‬
‫حجم المجموعات‬
‫‪ ‬المجموعات الكبيرة‬
‫‪ ‬المجموعات الصغيرة‬
‫‪ ‬األزواج‬
‫‪‬المجموعات الدائمة‬
‫‪‬المجموعات المتغيرة‬
‫‪ ‬المجموعات المشكلة‪.‬‬
‫األسئلة الخمسة‪:‬‬
‫‪ -1‬ماذا أعرف؟‬
‫‪ -2‬ماذا أريد أن أعرف؟‬
‫‪ -3‬كيف سأتعلم‪ ،‬وكيف سأعمل مع اآلخرين؟‬
‫‪ -4‬ماذا تعلمت؟‬
‫‪ -5‬كيف تعاونت‪ ،‬وماذا تعلمت مع اآلخرين؟‪.‬‬
‫أدوار المعلم في التعلم‬
‫التعاوني‬
‫‪ ‬اإلعداد الجيد قبل الدرس‬
‫‪ ‬تخطيط الدرس‬
‫‪ ‬جدولة العمل‬
‫‪ ‬إعداد األدوات‬
‫‪ ‬إعداد البيئة‬
‫‪ ‬توزيع المجموعات‬
‫‪ ‬تقديم الدرس‬
‫‪ ‬متابعة عمل المجموعات‬
‫‪ ‬المراجعة الدائمة وإعطاء التعليمات‬
‫‪ ‬التحرك بين المجموعات‬
‫‪ ‬مناقشة المجموعات‬
‫‪ ‬تقويم عمل المجموعات والدرس‬
‫‪ ‬غلق الدرس‪.‬‬
‫‪ ‬مهارات التحرك‬
‫‪ ‬مهارات الجلوس‬
‫‪ ‬مهارات التحدث بصوت منخفض‬
‫‪ ‬مهارات المشاركة والتعريف باالهتمامات‬
‫‪ ‬مهارات اإليجابية نحو اآلخرين‬
‫‪ ‬مهارات تعليم إشارات السكوت‬
‫‪ ‬مهارات األسئلة العميقة‬
‫‪ ‬مهارات استنباط العالقات بين األشياء‬
‫‪ ‬مهارات معارضة األفكار ال األشخاص‬
‫‪ ‬مهارات توسيع األفكار‬
‫‪ ‬مهارات دمج األفكار‪.‬‬
‫؟‬
‫تحليل التعلم التعاوني‬
‫‪‬حديث المعلم لكل الفصل‬
‫‪‬حديث المعلم لكل مجموعة‬
‫‪ ‬مناقشة المعلم لكل مجموعة‬
‫‪ ‬حديث كل تلميذ مع المعلم‬
‫‪ ‬حديث التلميذ مع المجموعة‬
‫‪ ‬حديث التلميذ مع التلميذ‬
‫‪ ‬الصمت‬
‫‪ ‬الفوضى‪.‬‬
‫‪ -1‬عدم وضوح الفرق بين المجموعات‬
‫التقليدية والمجموعات التعاونية‬
‫‪ -2‬العزلة التي يتبناها أكثر المربين‬
‫‪ -3‬مقاومة التغيير‬
‫‪ -4‬الجهد الكبير في اإلعداد‬
‫والتخطيط للتدريس التعاوني‪.‬‬
Using the Jigsaw method …
You self-selected into “expert groups” 
 Expert groups were given a learning task
which involved participating in different
workshops
 Expert groups now work together (9.30-10.30)
 New groups will be formed and experts will
teach each other what they learned (10.4511.30)
 There will be some check to see if the
intended learning outcomes were achieved
(11-30-11.45)
Expert groups: Sharing information
 Question by
question
 Compare your
responses, agree on
salient points and
examples
Your data

In relation to the topic, what might a
new teacher (i) know and (ii) be able
to do from attending this workshop?

What teaching methods and
activities did the academic developer
use?

How would you describe the
relationship between the academic
developer and the participants?

Anything else that “strikes” you?
 Plan your strategy
for teaching your
colleagues who
attended other
classes (15 mins
teaching including
questions)
Teaching others
 Form into new groups to teach each other what
you learned in the workshop and discussed in
your expert group
 Follow this schedule
 … (15 minutes)
 … (15 minutes)

Teacher is the time keeper
… (15 minutes)


If you finish in less than15 minutes, wait until
you are given the signal to move onto the next topic
Learning check
About the content
 Any “lessons” about preparing,
supporting and working with new
staff?
Your questions
 Anything still unanswered?
Co-operative learning
Five elements:
1. Clearly perceived positive interdependence
(sink or swim together)
2. Individual accountability
3. Face-to-face interaction
4. Individual and small group skills
5. Group processing
Students advance their own and each others’
learning
Potential outcomes…
Academic benefits
 Increased academic
achievement
 More academic discussion
outside of the classroom
 Longer information retention
 Better higher level reasoning
 Better understanding of
alternative viewpoints
 Improved critical thinking
 Higher motivation
Skills for
employment &
life
 Improved social
&
communication
skills
 Better teamwork
skills
 Leadership
practise
 Independent
learning skills
Jigsaw is a
Co-operative Learning Method.





The class is divided into groups
Groups are given different learning tasks
and plan what needs to be done to
complete the task
Work is done either in or out of class
New groups are formed and group
members teach each other what they have
learned
Some check is put in place to ensure
accurate understanding
Read Ledlow’s article for more detail
Using Jigsaw, Example 1
 Short course: 10 Activities to Get
Students to Talk in Class
 Intended learning outcomes
 Participants learn how to use the
Jigsaw in their own classes
 Participants learn different ways to
get students to ask and answer
questions
 Time frame: About 45 minutes
Jigsaw, Example 1
Step 1: Form expert groups
1.
Remember the number you are given
1
2
3
1
2
3
1
2
3
1
2
3
2. Form groups with other participants who have the same
number as you
v
1111
2222
3333
Jigsaw, Example 1
Step 2: Introductions and preparation

If you have not already met, take turns to
introduce yourself to your group

Read the activity you have been given

In the next 10 minutes

Make sure you each understand the
activity/activities that have been
described

Decide whether you think it would be
useful to use with students at your
College

Come up with any suggestions for
improvement
1111
2222
3333
Jigsaw, Example 1
Step 3: Learning from each other
Form into new groups (diagram) 
123
123
123
123
 Drawing on the discussion within your last group, take
turns to:
 Explain your activity to your new group
 Give your previous group’s opinion on
(i) its usefulness (ii) suggestions for improvement
(5 mins with questions… Adele is the timekeeper)
Follow this order (i) Group 1
(ii) Group 2 (iii) Group 3
Jigsaw, Example 1
Step 4: Check on learning
Five “volunteers” to finish any one of
these stems…
 The activity that would be most
useful to me…
 Something I have been thinking
about in relation to the way I
typically ask questions…
 I don’t think [activity] would work
with my class because….
 The most important learning I got
from this exercise is….
Jigsaw, Example 2
Step 1: Form expert groups
Form groups with other students who have a
task sheet that is the same colour as yours. No
more than 6 in a group.
Jigsaw, Example 2
Step 2:
 Introduce yourselves if you have not
already met
 Read your task sheet and agree with
your group members about:
 What needs to be done
 Who will do it
 Ask Teacher for help if you need it.
Jigsaw, Example 2
Reviewing the “Jigsaw” using a “Round”..
Since we started on this TLA (teaching
and learning activity), what skills have
been required of you?
Jigsaw, Example 2
Steps…
1.
2.
3.
Divide class into groups
Groups plan what needs to be done
Out of class work
and coming up
4. Share and organise information in
your ‘expert’ groups
5. Share information with others in
the class
Jigsaw, Example 2 Step 4: Sharing and
synthesising your research
 Share with your expert group
what you have learned from
your overnight research
 Plan and prepare an A3
Poster (photocopies for each
group member will be made)
that captures your learning
(1hr 15mins)
(LATER, each group member
will present their
research/poster to another
group)
Jigsaw, Example 2
Reviewing the “Jigsaw” so far…
1. A question I have ….
2. Something that bothers me …
3. A skill that was demanded in
Step 4…
gsaw, Example 2
Step 5: Teaching others
Ji
 Form into new groups to teach each other
what you learned in your expert group
 Follow this schedule
 … (0-15)
 …. (15-30)
Teacher is the time keeper
 … (30-45)
 …. (45-60)
 If you finish in less than15 minutes, wait until
you are given the signal to move onto the next
Jigsaw, Example 2
Reviewing the “Jigsaw”
Reactions to Step 5?
Jigsaw, Example 2
Step 7: Learning check
Instructions:
 Step 1: By yourself, complete the test (there may be
more than one correct answer for each question)
(about 5 minutes)
 Step 2: Reassemble into your “expert” team, appoint
a “recorder”, and compare your answers
 Step 3: The recorder places the team’s answers on the
whiteboard once agreement is reached.
 Step 4: The recorder will be advised if there is an
incorrect answer. In this case, teams must renegotiate
answers. Resource documents can be used in second
and successive attempts to “pass” the test.
gsaw, Example 2
Step 7: alternative Learning check
Ji
About the content
 The most important thing you have learned
about services and resources?
About the process
 Might you use it in your own classes?
 If so, what topic and how might you adapt it?
‫نشاط جماعي‬
‫من ‪ 8 -5‬دقائق‬
‫طبقي نموذج جيكسوفي تدريس مفهوم‬
‫علمي تختارينه‬
v
v
v
Using “The Fishbowl” to share
experiences
 Discussion activity suitable
for large groups
 Allows the whole group to
participate in one
conversation and share,
listen to, and critique
viewpoints and
experiences
 Eliminates reporting back
Leading Academic Development, Adele Graham
Leading Academic Development, o2/o8, Adele Graham
(02/08)
Fishbowl instructions
 Four volunteers to start the discussion
“Academic Development in Saudi Arabia” (notes
as prompts)
 Participants who are outside the fishbowl may
want to contribute their experiences/views to
the conversation or ask a question. They can do
so by taking up the empty chair
 When the empty chair becomes occupied,
someone already in the fishbowl must leave
 If you are inside the fishbowl and want to leave,
you can do so by tapping-in someone outside
the fishbowl to take your place
 CAD staff who have a question can take up the
empty-chair but leave when it is addressed. Noone
leaves
ifto
CAD
joins.
If you do not join the
fishbowl,
beDevelopment,
ready
provide
a summary of the discussion
Leading
Academic
Adele
Graham
(02/08)Academic Development, o2/o8, Adele Graham
Leading
‫نشاط جماعي‬
‫من ‪ 8 -5‬دقائق‬
‫طبقي نموذج حوض السمك في تدريس‬
‫مفهوم علمي تختارينه‬