Vous êtes ici : Colloque UCO | IAIE 2017 / Program / Workshop 6

Workshop #6

How can Cooperative Learning Contribute to Diversity?


SPEAKERS

Ferenc Arató and Yael Sharan
 

KEY WORDS

  • Cooperative learning,
  • Individual investigation and group investigation
  • Diversity

DURATION

  • 3 hours

GROUP SIZE

  • Min. 5, no max.

TYPE OF ACTIVITY

  • Cooperatively Structured Group Investigation

OVERVIEW  

Participants in this workshop will explore ways of enabling diversity in cooperative contexts in classrooms. Participants will carry out an investigation of cooperative learning’s contribution to diversity and consider applications to their own work.
 

OBJECTIVES

  • To experience cooperative investigation and conclude several basic principles of CL and group investigation (GI)
  • To explore the importance of diversity in knowledge construction
  • To reflect on the future application of CL to diversity both in research and practice

PROGRAMM

  • Introductions : Ferenc and Yael introduce one another
  • Team building :  What's in a Name? (interactive introductions)
  • Reflection : on CL and diversity in the tem building  activity
  • Presentation of the main concepts (diversity and group investigation)
  • Planning : articulation of participants’ interests, questions for inquiry
  • Investigation of “The untitled story” (interactive activity)
  • Findings presenting results of groups’ investigations
  • Debriefing on CL and GI approaches, diversity issues, and adaptation to teaching and learning in participants’ contexts
  • Wrap-up : what more would you like to learn about how CL contributes to diversity?

REFERENCES

  • ARATÓ, F. (2013): Towards a Complex Model of Cooperative Learning. Da Investigação às Práticas, 3(1), 57-79.
  • ARATÓ, F. (2014): On Decontruction of Education. In Hungarian Educational Research Journal 4(4)
  • ARATÓ, F. (2015): How does co-operative learning contribute to the prevention of discrimination and violence in schools? in GALLIARD-MOMPOINT, Pascale - LÁZÁR, Ildikó (eds) (2015): TASKs for democracy - 60 acitivities to learn and assess transversal attitudes, skills, and knowledge (TASKs). Strabourg: Council of Europe.
  • ARATÓ, F. – VARGA, A. (eds) (2015): Inclusive university – how to increase academic excellence focusing o non the aspects of inclusion. Pécs: University of Pécs. 209
  • SHARAN, Y. (1998) Enriching the group and the investigation in the intercultural classroom, European Journal of Intercultural Studies, 9, 2, pp. 133-140.               
  • SHARAN, S., SHARAN, Y.,and TAN, I. 2013. The Group Investigation
  • Approach to Cooperative Learning. In C. Chinn,  C. Hmelo-Silver, A.
  • O'DONNELL, & C. CHAN, Eds., International Handbook of Collaborative Learning, pp. 351-369, Taylor and Francis.