![]() Vol. XII No. 2 January 2000
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Cooperative? Competitive? Or Individualistic? Source: Bellanca, J & Fogarty, R. (1991). Blueprints for thinking in the cooperative classroom. Arlington Heights, IL: Skylight Training and Publishing, Inc. Many teachers already use cooperative learning strategies in their classrooms on a regular basis. For those who haven't tried cooperative activities the documents cited in this issue of Le Lien or to a past issue of Le Lien devoted to this topic (Vol. 7, No. 2- which will be on-line later this term) are good sources of ideas. If you are a beginner with cooperative learning, you will find Blueprints a good course for cooperative ideas to introduce the concept of cooperation to students. The following activity, which has been adapted from Blueprints, can be modified for other age groups but this particular one is indicated as appropriate for the middle school level. Divide students into groups of 3 or 4 and make sure each group has a pile of old magazines, scissors, a hanger, glue, heavy construction paper and string (students can help contribute to these materials by bringing items from home). Tell students that they will be exploring three adjectives: cooperative, competitive and individualistic. Develop a short definition for each term as a full class. The small groups then work at finding pictures in the magazines of activities representing each of these descriptions. Roles can be assigned to each cooperative group (e.g., cutter, paster, designer, assembler) in order to assemble a mobile for each of the concepts. For example, someone with a particular artistic flare may be appointed as the designer. After the mobiles are assembled, ask the students to reflect on activities that happen in their classroom that would fit each description. Also ask them to reflect on the pros and cons of the various kinds of activities. At this point also ask them to reflect particularly on the benefits of cooperative learning in terms of the classroom, extra-curricular activities, their homes and their future activities. It may also be useful to reflect on this particular cooperative activity in terms of how it worked and how well it worked. These mobiles can then be displayed in the classroom. Aspects of this particular cooperative activity really lend themselves very well to the second language classroom because of the use of authentic documents and the strong visual support it provides for the new concepts. It is also an experiential, hands-on type activity, which are very appropriate for second language learners. |
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