TEFL Teaching : Co-operative learning | Nikolas John Cakebread | Skillshare

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Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

5 Lessons (18m)
    • 1. Introduction To The Course.

    • 2. The What and The Why.

    • 3. Building Routines.

    • 4. Student Centered Learning.

    • 5. Setting up Your Class.

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About This Class

In this course, we are going to take a look at co-operative learning.

We will discuss what co-operative learning is, why it is important and how you can make use of this in your class. We will go into the many uses of cooperative learning and why many teachers see it as a vital part of the classroom experience.

Furthermore, We will take a look at lower levels classes and upper-level classes and how each of these levels require a different approach to co-operative learning, and how it can be a useful classroom management and behavior management tool as well.

Meet Your Teacher

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Nikolas John Cakebread

Experience is the teacher of all things


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1. Introduction To The Course.: Hey there everyone. In this course we're going to take a look at cooperative learning. We're going to discuss what cooperative learning is, why we use it, and how you can make use of it in your class. We will take a look at lower levels and upper levels and how will they require a different approach to cognitive learning to make it work in the classroom. We will also look at how cooperative learning can be a useful classroom management and behavior management tool. Okay, let's get started. 2. The What and The Why.: So what is it? David and Roger Johnson, describe how students interact with each other. Isn't neglected aspect of instruction. Much training time is devoted to helping teachers arrange appropriate interactions between students and materials, textbooks and curriculum programs. And some time is spent and how teachers should interact with students. But how soon should interact with one another is relatively ignored. It should not be how teachers structure student-student interaction patterns. As a lot to say about how students learn, how they feel about school and the teacher, how they feel about each other, and how much self esteem they have. Cooperative learning is the process of breaking a classroom of students into small groups so they can discover new concepts and structures together and help each other learn. This often involves group or assigned leaders and more confident students helping and teaching the less confidence students and as a result, reinforces both their knowledge. In this system that teacher acts as the facilitator and guides the students toward a set goal, correcting pronounciation and grammar as they talk. Why should we care about this? The purpose of cooperative learning is to make each member a stronger individual in his or her right. Students learn together so that they can subsequently perform higher as individuals. This promotes confidence in language learning, like speaking out, socializing, team-building, making friends. And it relaxes timid or shy students. As well as this, it builds up team and class morale as well. Ultimately encourages much more student-student interaction and reduces the need for as much teacher talk time. Cooperative learning is sometimes called small group learning, and it's an instructional strategy in which small groups of students work together on a common task. The task itself can be as simple as choosing a team name together, or as complex as developing a design for a new kind of school. In fact, the simple act of choosing a team name, even just for 30 seconds at the beginning of a lesson can be really helpful for a younger learners. As an introduction to cooperative learning, students love to talk about themselves. They love to make things personal and giving them the power for their own team identity will stimulate their interest. Of course, you will have to monitor and check up on them that they're not using their native language and that we're trying to use English to discuss it possibly beforehand. You can suggest sentences to him like I like or I don't like, or let's pick give them a time limit of say, 30 to 45 seconds and then get the team member to stand up and tell you what they picked. As they get older, you can expand these basic activities and get backstories on wildly pick them and get them votes to find out which one's the best name. And you can even get them to discuss other team names and what they think of them as well. 3. Building Routines.: Cooperative classroom routines. Keeping these types of routines at the beginning of each class is good for multiple reasons. Of course, the main reason is that going to be taxed at seeing students student interactions and useful English phrases in a cooperative learning situation. And this will in turn get him to be more adaptable and practice for more complicated cooperative learning activities later on. As well as this, it will build up your team morale and help with classroom management. Can have the teams gain points and lose points as the lesson progresses and have team captains that are responsible for everyone behaving well or being on the right page of their book or handing in work and such. In addition, which is building this routine, will give your students a sense of what is expected at that moment and what's to come in the lesson. Young learners especially thrive on routines like this, and having cooperative learning structures as part of your weekly lesson plan will give them a sense of security and also give them a chance to reflect on that particular part of the lesson and understand how to improve this part in the future. So again, why do we include this in the classroom experience? Because it is an effective teaching to the benefits for the teachers and students alike are far too lucrative and advantageous to norm. As discussed previously, it builds responsibility in the classroom for both the students and the teachers. The students can be assigned roles within their groups. Note-taker, team leader, behavior, monitor language, monitor, person who relays the details back to the class after the discussion is over, etc. Moreover, you can build trust and promote interest in each other's work by using peer to peer monitoring and marking from the teacher's perspective and proves their class and gives them a routine to focus on and be responsible to make it a weekly task and implement with purpose and meaning. All these things together improve cooperation with the students, improved morale of the classroom and strengthens bond between the students was ultimately makes the class more cohesive and enjoyable. Practicing this during your classes on a regular basis will definitely improve their problem-solving abilities. And if you increase the complexity and difficulty of these tasks, you will see a marked improvement in this area. Moreover, cooperative learning helps to incorporate active learning strategies in your lessons, which is all about engaging your students in activities or discussions that require analysis. I'm participation by the groups. 4. Student Centered Learning.: Teacher-centered versus student-centered classrooms. As well as cooperative learning, we need to consider a more student-centered approach to our classrooms. In recent years, more teachers have moved towards a student-centered approach. However, some students still maintain that teacher centered education is an effective strategy. However, in most cases, it is best for teachers to use a combination of approaches to ensure that all students needs are met. What this teacher centered mean. Teacher centered typically refers to learning situations in which the teacher asserts control of the material that students study and the ways in which they study it. For example, when, where, how, and at what pace the learned. It focuses on teacher talk time and teacher giving specific. For the students to follow. Student-centered teaching and learning focuses on the needs, abilities, interests, and learning styles of the students and has many implications for the design of the lessons and content of the class. A student-centered classroom or student-centered learning environment is one where the focus of instruction is shifted from the teacher to the student with the end goal of developing students to be more independent by placing responsibility of learning in the hands of the students. In this type of environment, the students can take control of their own learning and discover how they learn best visually, orally by doing and so on. This in turn helps the teacher to understand how to cater for individual students. And as the lesson develop, associate the lesson plans and the teaching methods. Knowing and understanding your students is a vital part of student-centered learning. And this takes time and practice to get right. So be patient and don't give up. As a teacher, we can develop a close relationship with our students and overtime, good to understand them and how they learn during our classes. This is important for many reasons, but specifically for cooperative learning and student-centered classrooms, it means that becoming much more aware of how we should shave an activity for particular students and their needs. Cooperative learning and retention. And especially important aspect to consider when using cooperative learning or the learning styles of your students. As well as this, knowing your own learning style is helpful too, as it usually has a bearing on your particular teaching style. For example, my own learning style is visual, so I find myself going to pitchers, flashcards, videos, and whole-brain methods like using different color markers to highlight words or phrases on the board. In my lessons, I tend to think about visual pictures, images, spatial understanding, and the preferred learning media of visual learners. You need to consider your own learning style and try to include various learning methods in your classroom to suit them multiple types of learners there. Think about oral, verbal, physical kinesthetic learners and how you can adapt your cooperative learning activities to suit their needs. As I explained before, this can take time to really understand the class. And certainly you will need time to monitor and reflect on previous classes and responses from the students to understand and get an idea of their own personal learning preferences. Thinking about their retention of the information is important here. How can we get the students interested and motivated, but also able to retain the information that we want. Learning by doing is very effective. Peer learning is also quite effective. They can assess each others work and mock the grammar mistakes or spelling errors. This helps them reflect on their own work as well and falls under the teaching others group as one of the most effective methods of retaining information. So try to think about ways to include these aspects in your lessons. 5. Setting up Your Class.: Seating arrangements. Setting up a classroom with cooperative learning in mind is also important. You need to think about the layout of the room, as well as the actual activities. The physical setting is just as crucial to success as the actual group learning. The tendency with students is to treat the class as a whole group and underestimate their ability to work in pairs or small groups. This is where the teacher needs to take control. It's the teacher's job to change this perception and provide a base on which to build trust in cooperative group formats. Even very young learners can become independent in their learning early on, if given the chance to work together with their peers. Thinkable, adding sponge activities, brain bricks throughout your lessons and how you can make use of these to encourage group activities and cooperative learning. Of course, the bank sponge activities are fun and engaging and have an academic component without seeming to schoolish. They are there to make your classes have no dead time, but also to have a high impact on the mood, the retention aspect, energy, and general feelings from the student depending how you use them. So making your brain race include aspects of cooperative learning, even just as a tool to create a team name or discussion after the activity has finished can have a huge impact on the class and the students have a think about how you can adapt simple team-based games and have aspects and cooperative learning before, during, and at the end. Classroom preparation. Finally, think about the layout of your class. Do you want pairs or maybe groups of four are just to hold groups for the class. Think about which students work well together and which shoots or weak and maybe could use a little support from peer to peer learning for the more clever students. Does your class prefer boys versus girls? Or are they more effective and better behaved? If you mix them up, take some time to consider your class layout for each individual class. And you will find cooperative learning activities work much easier and will flow seamlessly into your lesson plans. Here is an example of a very popular cooperative learning activity. This is called Jigsaw. This is where each student is required to research one section of the material and then teach it to the other members of the group. Obviously, this is much better for older students who have a bit of reading and grammar knowledge behind them, but it can be adapted for younger learners. The method goes like this. You can have a summarizer whose job it is to prepare brief summary of the reading. You can have a questioner whose job is to prepare a list of questions that the group might want to discuss about that part of the reading. You can have a connector whose job is to find connections between the book and the group. You can have the word wizard, who's Java is to look for the few words that have special meaning, or maybe words that are difficult and they don't understand. And we have to discuss. I find these types of methods very good for younger levels as well as older levels. For younger classes, you can make it much easier. The readings will be much easier. That was will be much simpler. So the word wizard can just find particular words may be nouns or verbs or adjectives. The summarizer just has to say one sentence. They don't have to say too much. You will adopt this for each of the levels appropriately. Well guys, that was great. We looked at many aspects of cooperative learning and student-centered classrooms. And we looked at why we use them and what we can do as teachers to incorporate them into our lessons. As with many techniques and strategies, these things take practice and time to get right. And as teachers, we're always learning new ways and new ideas to make our caution was better and more efficient. I hope you'll give these methods and try and end time. You can develop your own variations to make cooperative learning work for your classes. Until next time, guys. Thank you very much. Okay.