“Tálim sistemasında elektron tálim ortalıǵında islewdegi mashqalalar hám sheshimler”

islewdegi mashqalalar hám sheshimler”
Cooperation is working together to accomplish shared goals. Within cooperative 
situations, individuals seek outcomes beneficial to themselves and all other group members. 
Cooperative learning is the instructional use of small groups through which students work 
together to maximize their own and each other’s learning. It may be contrasted with 
competitive learning in which students work against each other to achieve an academic goal 
such as a grade of “A”. (Johnson et al. 1994) 
McGroarty (1989) offers six learners advantages for ESL students in CLL classrooms 
from the perspective of second language teaching: 
1. Increased frequency and variety of second language practice through different types of 
interaction 
2. Possibility for development or use of language in ways that support cognitive development 
and increased language skills 
3. Opportunities to integrate language with Content-Based Instruction 
4. Opportunities to include a greater variety of curricular materials to stimulate language as 
well as concept learning 
5. Freedom to teachers to master new professional skills, particularly those emphasizing 
communication 
6. Opportunities to students to act as resources for each other, thus assuming a more active 
role in their learning. 
Since CLL is an approach designed to foster cooperation rather than competition to develop 
critical thinking skills, and to develop communicative competence through socially structured 
interaction activities, these can be regarded as the overall objectives of CLL. More specific 
objectives will derive from the context in which CLL is used. 
Johnson et al. (1994) describe three types of CLL groups. 
1. Formal CLL groups. These last from one class period to several weeks. These are 
established for specific task and involve students working together to achieve shared learning 
goals. 
2. Informal CLL groups. These are ad-hoc groups that last from a few minutes to a class 
period and are used to focus student attention or to facilitate learning during direct teaching. 
3. Cooperative base groups. These are long-term, lasting for at least a year, and consist of 
heterogeneous learning groups with stable membership whose primary purpose is to allow 
members give each other the support, help, encouragement, and assistance they need to 
succeed academically.
The success of CLL is crucially dependent on the nature and organization of group work. This 
requires a structured program of learning carefully designed so that learners interact with each 
other and are motivated to increase each other’s learning. Olsen and Kagan (1992) propose 
the following key elements of successful group-based learning in CL: 
•
Positive interdependence 
•
Group formation 
•
Individual accountability 
•
Social skills 
•
Structuring and structures 
Numerous types of activities can be used in CLL classroom. Coelho (1992) describes three 
major kinds of CL tasks. 
1. Team practice from common input-skills development and mastery of facts 
2. Jigsaw: differentiated but predetermined input-evaluation and synthesis of facts and 
opinions 
3. Cooperative projects: topics/resourses selected by students-discovery learning 

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Qaraqalpaqstan 
Respublikası xalıq bılımlendiriw xızmetkerlerin 
qayta tayarlaw hám olardıń qánigeligin arttırıw aymaqlıq orayı
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