Cooperative Learning In CLIL Examples and Applications

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Cooperative Learning could contribute to the improvement of a CLIL context because it not only fosters the acquisition of advanced thinking abilities but also offers learners a greater chance to exchange knowledge, diverse opinions, and ideas through social interaction with their peers. When using cooperative learning, students develop greater comprehension of texts, an expansion of vocabulary, awareness of form and content, and improved fluency and intelligibility when delivering speeches. Cooperative small groups act as a safe place where students can actively participate and where they sometimes become not only their own teachers but also their peers’ teachers. Thus, students feel that every member of the group is respected, all contributions are appreciated, and they also learn conflict resolution skills. The main problem is that cooperative classrooms are noisy, teachers can have difficulties maintaining control, and consequently, there is still reluctance to switch from traditional teaching to cooperative learning.

Examples of cooperative learning

1. Jigsaw - Students are divided into "home groups" and "expert groups" and each is assigned a unique subtopic within the same broad topic. Students carry out investigations into their topics alongside others (their expert group), and then return to their home group to instruct them on their topic. All the components come together to form a whole product. This is beneficial because it encourages student engagement and holds them accountable for their learning. It is truly cooperative in that every student must contribute in order for all group members to gain knowledge of the topics.
2. People hunt. It is a form of survey in which children, using a worksheet with different questions, go around the classroom and ask their peers questions starting with "Who…?" about their preferences, abilities etc. It is a very good method to boost students’ collaborative and social skills.
3. Think-Pair-Share. It is also called "turn and talk". The instructor poses a question to the class, and each student has a minute or two to consider it. Then they discuss it with the person sitting next to them before sharing it with the entire class. This constitutes a successful cooperative learning strategy because it engages all students and can be implemented quickly in almost any lesson.
4. Numbered Heads Together. Students are grouped and assigned a number within their group. Students are asked a question, which they then discuss with their group. When time is up, the teacher calls out a number, and all students with that number stand and share what they discussed in their groups. The students are able to expand the conversation by building on and connecting similar ideas among the groups. This strategy is effective because it allows students to discuss in small groups prior to engaging in a discussion with the entire class. In addition, it requires all students to participate and listen to the discussion, so they have something to say when their number is called. It facilitates student engagement and participation in their learning.
5. Mix-Freeze-Pair. Students begin mix-freeze-pair by walking quietly around the room while music plays. After approximately ten seconds, the instructor stops the music and announces, "Freeze." The students cease moving and "freeze." When everyone is still, the instructor will announce "Pair." The students will pair up with their nearest neighbour, and the teacher will then announce the topic or question. Students are then given time for reflection and discussion. After everyone has had an opportunity to discuss, the instructor says "Mix" and the activity resumes.