Difference Between Informal And Informal Cooperative Learning

LERATO

RETHABILE

MBIKO N 215134362

RAMOHLOKOANE MN 215067819

MOLETSANE SJ 215097726

MPOTJE PV 215100379 Contents

1. Introduction 2

2. Formal Co-operative learning (FCL) 3

3. Informal co-operative learning (ICL) 4

3.1 Informal Co-operative Learning Elements 5

4. Science and Technology 6

5. Techniques 7

6. Conclusion 10

1. Introduction

The National curriculum statement has a number of aims that are set to produce learners which will manipulate any problem which they are faced with, into a positive and creative innovation. They are also expected to be able to collect and analyse data /information, and to critically evaluate and organise it effectively. A set of systems such as science and technology are to be put in use by learners,

It will also focus on the two types of co-operative learning which is formal and informal co-operative learning, and also the techniques and elements of co-operative learning. Lastly it will concurrently show how these can be applied to classroom teaching purposes and management.

2. Formal Co-operative learning (FCL)

Formal co-operative learning (FCL) as described by (Johnson & Hulubec,2008), consists of students working together for one class period to several weeks, to achieve shared learning goals and complete jointly specific class activities and assignments.

In FCL groups, we as the teachers have the following roles:

1. Making Pre-industrial decisions

According to (Johnson & Johnson, 2009), group theory and skills, teachers can formulate both academic and social objectives by deciding on the sizes of the groups that we want our students to work in, and choosing the method for assigning students into groups. We can also decide which roles to assign/give to students in their groups, how to arrange the classroom, and which materials students will need to complete their work. By making pre-industrial decisions, students can develop social and also interdependence skills such

 Thinking pair share: the instructor develops and poses a question, gives students few minutes to think about a response, and then asks students to share their ideas with a partner. Think pair share is particularly effective as a warm up for the whole class discussion. The think component requires students to stop and reflect before speaking, thus giving them an opportunity to collect and organize their thoughts.

 Three step interview: this arrangement can be used both as an ice breaker which presents learners to one another and to provide students with a venue for soliciting opinions, positions or ideas from their peers. Students are first paired and take turns interviewing each other using a series of questions provided by the teacher. Pairs then match up and students introduce their original partner. At the end of the exercise, all four students have had their positional or viewpoint on an issue heard, digested and described by their