Module 3: Cooperative Learning and CLIL

Introduction

Cooperative learning, meant as principles and techniques for helping students work together more effectively, is one of the cornerstones of CLIL. In this module, you will learn how to plan cooperative learning tasks, how to manage them and how to apply them in your CLIL classes.

Section one is devoted to the shared principles behind cooperative learning tasks. You will learn the difference between traditional, group work and cooperative learning. You will also explore the roles of teacher and learners in these three settings.

In section two, you will find out how to promote learners participation through one of the key points of cooperative learning: structures. You will also learn about the connection between cooperative learning and Bloom's Taxonomy.

In section three, the concept of roles in group working is introduced. Roles allow equal participation of learners in a cooperative learning task.

Finally, in section 4 you will find strategies to build groups and to manage these groups.

Aims of this Module

  • To appreciate the difference between traditional and cooperative learning.
  • To understand the need of structures and roles when planning a cooperative learning class.
  • To apply some cooperative learning strategies in a CLIL class.
  • To provide evidence of the potential of cooperative learning.
  • To show examples of good practices using cooperative learning in CLIL settings.

Sections

  • Section 1. From traditional to cooperative learning: principles

References

The contents of this module are based on three main sources:

  • Kagan,S., Kagan,M. (2009) Kagan Cooperative Learning, Kagan Publishing, San Clemente (CA)
  • Jacobs, G.M., Power, M.A., Wan Inn, L. (2002) The Teacher's Sourcebook for Cooperative Learning, Corwin Press, London
  • Pujolàs Maset, P. (2008) 9 ideas clave. El aprendizaje cooperativo, Graó, Barcelona