DEPARTMENT OF EDUCATION AND TRAINING UNIVERSITY OF THAI NGUYEN NGUYEN THANH KINH DEVELOPING INSTRUCTIONAL SKILLS FOR COOPERATIVE LEARNING FOR LOWER SECONDARY TEACHERS Field: Educational Reasoning and History Code: 62.14.01.01 SUMMARY OF THESIS OF EDUCATIONAL SCIENCE THAI NGUYEN - 2010 1 INTRODUCTION 1. RATIONALE OF THE RESEARCH To meet objectives of the renovation of teaching and learning methodology at lower secondary education level, it is neccesary to improve teaching and learning methodology to increase educational quality. Cooperative and active learning is presently a strategic measure in the renovation of teaching and learning methodology in our country. To implement collaborative and active learning successfully, both teachers and students need to attain neccesary skills which should be in line well with instructional principles and requirements of cooperative teaching and learning. Recently, many schools have gained pedagogical experience in the renovation of teaching and learning methodology. However, experience in instructions is still limited, especially relating to organizing active learning to maximize collaboration among students and with teachers in general, in particular subjects, creative tests and assessments applying different instructional techniques such as cooperative learning, exploration, small group work, project based learning, problem solving etc. Cooperative learning and teaching skill has been considered a big gap in lower secondary schools over the past years. Therefore we decided to select the research theme of “Developing instructional skills for cooperative learning for lower secondary teachers” as disertation of my Doctoral research. 2. RESEARCH PURPOSES: To build strategies to develop skills of cooperative teaching for lower secondary teachers used in in-service teacher training activities at provincial level. 3. OBJECT OF THE RESEARCH Process of development instructional skills and organization of in-service teacher training activities for lower secondary education teachers in conditions of renovation in teaching and learning methodology at this educational level. 4. SCIENTIFIC HYPOTHESIS Instructions towards cooperative learning in lower secondary schools will contribute to the improvement of educational quality and effectiveness if teachers are provided with essential cooperative learning and teaching skills taking advantages of educational philosophy and characteristics of in-service teacher training activities from provincial to district and school levels. 5. RESEARCH TASKS 5.1. Identify theoretical and practical conditions of cooperative teaching and learning skill development of lower secondary teachers 5.2. Identify a set of skills required for cooperative teaching and learning of lower secondary teachers based on cooperative instruction requirement and principles 2 5.3. Develop recommendations for improving teaching skills for cooperative learning for lower secondary teachers during the in-service teacher training process 5.4. To pilot in-service teacher training in cooperative teaching and learning for lower secondary teachers in some schools in TayNinh province 6. SCOPE OF THE RESEARCH 6.1. Skills involved in cooperative teaching and learning are those applied in teaching all subjects, not only for teaching a particular subject 6.2. Strategies to develop cooperative teaching and learning will be applied in scope of the in-service teacher training or professional development for teachers 6.3. Pilots/experiments will be implemented in a number of lower secondary schools in TayNinh province, while the research scope is expanded to a number of South East provinces 7. RESEARCH METHODOLOGIES:1/Theoretical research; 2/Experimental research; 3./Other methodologies 8. MAIN THEORRTICAL POINTS FOR DEFENSE 8.1. Renovation of instructions in schools can only be effectively achieved if there is an appropriate combination of renovation of teaching and learning methodologies. Cooperative teaching and learning in lower secondary schools will be main focuses of our research with aims at contributing to the renovation of instructions in general schools in Vietnam. Collaborative requires a combination of pedagogical principles as well as cooperative learning theory. One of the most modern theories in cooperation lies in cooperative learning. 8.2. Cooperative learning sets a clear pedagogical requirements and principles so it builds or develops important values of collaboration such as accountability, interactions, social skill development, coordination, effective collaboration demonstrated in collaborative environment and its diversity etc. These values fit well with teachers and students in lower secondary schools in Vietnam since it is also an ultimate requirement for schools in the process of renovation of teaching methodology. 8.3. One of core elements in the renovation of teaching methodology is to change instructions. It is neccesary for teachers to attain instructional skills following its philosophy of teaching and students should be adapted to this new method of learning under facilitation of teachers. 8.4. Cooperative teaching requires teachers to have specific techniques and skills from the lesson planning, teaching, management of cooperative learning and assessment of learning of students. 8.5. Probably develop cooperative teaching skill for lower secondary teachers through provincial in-service teacher training activities which are implemented under 3 direction of POET, DOET and through professional development activities at school level under the technical assistance from specialists, management staff and core teachers. 9. NEW FINDINGS OF THE RESEARCH 9.1. Theoretical perspective - Identify a systematic theories and views towards cooperative teaching skills which are very meaningful to the renovation of teaching methodology at lower secondary education level. - Use and develop theory of competences and teaching skills, theory of cooperative learning to develop a set of cooperative teaching skills appropriately to lower secondary teachers. This foundation will be considered as a general technical framework as reference for upcoming research in area of teaching strategies. 9.2. Practical perspective - Through the situational analysis of renovation of teaching methodology and teaching strategies in a number of lower secondary schools in South East provinces, a number of issues concerning awareness and needs of the renovation of teaching and learning methodology have been found. + Educational institutions, educational management staff and teachers have the same objective of successful implementation of the renovation of teaching methodology as a main direction of the education sector. It is a strong need of students and community. + Presently teachers still apply teaching skills following traditional teaching methodology which students are passive in their learning. It is well demonstrated in their experience and performance, therefore it is challenging for teachers when they access to modern instructional theories. + Some teachers are able to use some cooperative teaching skills, however they just apply in some typical lessons non-systematically. - In-service teacher training in cooperative teaching skill based on cooperative learning theory and a set of cooperative learning and teaching skills at lower secondary schools will be promoted. - Strategies for developing cooperative teaching skills for lower secondary teachers in cooperative learning and teaching consist of 7 strategies. These strategies are piloted through a complete process of lesson planning, teaching, organizing active learning activities for students in line with the set of cooperative teaching skills which teachers are trained in. These strategies have been appraised with comments from specialists, educational management staff and lower secondary teachers. 10. STRUCTURE OF THE THESIS Apart from introduction, conclusion and recommendations, the thesis consists of 3 main chapters: 4 Chapter 1: Theorical and practice rationale of cooperative teaching skill development for lower secondary teachers at provincial level Chapter 2: Strategies for developing cooperative teaching skills forlower secondary teachers Chương 3: Evaluation Strategies for cooperative teaching skill development for lower secondary teachers Chapter 1 THEORETICAL AND PRACTICE RATIONALE OF COOPERATIVE TEACHING SKILL DEVELOPMENT FOR LOWER SECONDARY TEACHERS 1.1. THEORETICAL RATIONAL OF COOPERATIVE TEACHING 1.1.1. Overview of related 1.1.1.1. International research Since XVIII century, Joseph Lancaster and Andrew Bell have piloted and expanded their research in cooperative learning in the UK and at the end of XIX century, it was promoted in the United States with a specific example of researcher named Francis Parker who provided different opinions supporting for cooperative teaching. Having a same view with Parker, John Dewey believed that people need to collaborate with one another and children need to be taught with interpersonal skills, respecting for the others. Typical research of the scientists such as Devries.D. And Edwards.K has indicated the combination of cooperative learning groups, competitions among groups and cooperative games which are applied in class. E. Cohen built up a cooperative learning theory based on the expectations while W.Glasser studied the use of collaborations among students. Alber Bandure introduced the social learning theory of “work as a team”. Many experimental research have demonstrated cooperative learning model which is developed based on the social cognitive theory bring more advantages in learning performance of students than the traditional instruction. Jean Piaget developed a theory of “problem solving”. Palincsar and Brown developed a theory of “learning from others”. Roger, T. Johnson and David, W. Johnson are the pioneers in cooperative learning. David W. Johnson and Roger T. Johnson urged for schools to implement cooperative teaching. Since 1980, a number of researches by Browon and Palincsar (1989), Rosenshine, Meister (1994), Slavin (1990) and Renkl (1995) demonstrated the same theory. They believed that cooperative teaching will establish and develop social interactions among its members respecting individual values and characteristics, that cooperative learning will enhance intellectual development of students. Franz Emanuel based on overall theories of Slavin, Brown and Palincsar, Rosenshine and Meister to introduce the theory of cooperative 5 teaching. Raja Roy Singh raises many educational issues faced in the XXI century, educating people means developing creativity, collaboration and cooperation competencies. Vygotsky introduced the theory of cognitive development which outlines that effective teaching connects to building potentiality of students. Macarenco, A.X. confirmed that pedagogical institutions will pay more attention to the theory of teaching through groups in the future. Studies done by Macarenco, A.X. have contributed to the development of modern instructional theories. Kotop developed a comprehensive technical process of cooperative learning with a set of necessary activities and tasks performed by teachers in a lesson. Cooperative learning with emphasis on introducing problems for student’s exploration was introduced in Poland in 1950-1960 with a number of researches by Bozdanxki, Rot, G., Kupixevich, Palatopxki etc. All researchers believed that cooperative learning is much more effective than giving a question to all students or an individual student. Okon, V. Developed a summary of theories of cooperative teaching through different stages and by different groups. However, a number of studies also provided some evidences showing some shortcomings of the cooperative learning. Research by Renkl (1995) mentioned about the conditions for cooperative learning as well as some other disadvantages of this strategy. These should be well studied and paid attention when applying cooperative learning in context of renovation of educational instructions in our country and they are also rationales for our research. 1.1.1.2. In-country research and studies A number of typical researchers such as Thái Duy Tuyên, Nguyễn Hữu Châu, Đặng Thành Hưng, Trần Bá Hoành and other researchers have developed their studies in cooperative learning. Additionally, articles written by Nguyễn Thị Hồng Nam, Nguyễn Văn Hiền, Trần Ngọc Lan - Vũ Thị Minh Hằng, Trần Thị Bích Hà are about cooperative learning. All authors believe that cooperative teaching for cooperative learning is an effective instructional model. 1.1.2. Scientific rationale for cooperative teaching 1.1.2.1. Philosophical rationale Learning is a process of creating and solving problems developed inside and outside of learning groups, so it develops intrinsic and extrinsic competencies for learners’ development. 1.1.2.1. Psychological rationale Cognitive conflicts lead to uncontrolled changes in points of view, therefore one must be responsible for individual behaviors. Social interactions require individuals to listen in order to analyze, screen, think and combine different thoughts, views to produce appropriate actions or behaviours to other members. Conflicts are solved through collaboration and cooperation among individuals in a group will help an individual to develop his/her own cognition. 6 Lower secondary students are interested in communication and interactions with others around, especially with peers in same activities, playing or working in a group of close friends. Cooperative learning will maximize values for students in line with teenager characteristic. That is also an objective of renovation of teaching methodology in our country at present. 1.1.2.3. Sociological rationale Collaboration is a crucial element in life. On sociological view, collaboration occurs in all facets of life of an individual, a family, a community. Philosophy of cooperative teaching is developed based on new views towards nature of learning in general and in learning activities in schools in modern time. An instructional strategy or a group of strategies are developed based on a certain philosophy of instruction which is rooted from social learning model. 1.1.2.4. Instructional rationale In the process of renovation of teaching methodology in schools in Vietnam, students or learners centered philosophy to maximize learning of students and to develop their independent skills is considered an ultimate goal of renovation process of teaching methodology. To facilitate learners in participatory activities or discussions, facilitators and learners should collaborate well to achieve learning objectives. Teachers must consider students as friends or colleagues in process of finding learnings. 1.1.3. Concepts of tools 1.1.3.1. Definition of collaboration Within this thesis framework, this concept is defined as a voluntary action of all members working in a group. All members work to achieve the group results, also meaning to achieve individual objectives based on the group results. All members must follow group’s principles or rules set and have tasks to contribute to the group results. 1.1.3.2. Concept of Cooperative learning Cooperative Learning is a learning strategy based on cooperation and collaboration among a group of learners with facilitation, instructions, and support of teachers. Cooperative learning sets a group objective which will be contributed by participation and collaboration of all members that a group achievement is in harmony with an individual achievement. All members will be responsible for the group achievement and sharing their interests. They must demonstrate social values in the process of collaboration. 1.1.3.3. Concept of Cooperative teaching Cooperative teaching means that teachers use instructions that promote cooperative learning among students. Applying this strategy, teachers organize activities for students to be able to cooperate in a group appropriately to objectives and contents of cooperative learning. Cooperative teaching creates a friendly environment for students to work in a 7 group to achieve their learning and develop their intellectual potentialities. At the same time, it promotes social interaction and cooperative skills for students in cooperative learning. 1.1.3.4. Concept of development Concept of development in this thesis means that a process of changes from old situations to improved situations for a target group, help them develop cognition and skills based on existing knowledge and skills and through their learning or reinforcement activities. 1.1.3.5. Concept of professional development or reinforcement We believe that: professional development is a process of adding knowledge and other pedagogical skills to develop competencies for the target group. Persons receiving professional development activities are those who are already trained and hold certain level of professional background. 1.1.3.6. Concept of skills We define skills in this thesis which are more referring to competencies to implement effective tasks including skills and techniques. It means that it requires a process of practices for transferring knowledge to practical situations to attain good results. 1.1.4. Nature, structure and effect of cooperative teaching 1.1.4.1. Nature of cooperative teaching Cooperative teaching is different from traditional teaching method. It demonstrates clearly in learners’ and teacher’s activities and interactions among three conditions of teachers (facilitators), learners and environment. Cooperative learning activities must be designed to ensure individuals having roles and responsibilities for assigned tasks. Work/tasks must be shared equally in size among group members. 1.1.4.2. Structure of cooperative teaching Fundamental structure of cooperative teaching consists of 5 elements of positive interdependence, face to face interactions, individual and group accountability, interpersonal and group skills, and group processing. 1.1.4.3. Effect of cooperative learning to lower secondary education level - Characteristic of lower secondary education. - Effect: Cooperative learning promotes individual competencies, interdependence, creativity, active learning, so it promotes self-esteem and self-development skills for learners such as ‘taking risks’. Cooperative learning consists of participation of individual learners and a group to attain new knowledge and skills. Teachers must organize activities in an environment that it promotes exploration and learning for students. Cooperative learning should be applied in all secondary schools. 8 1.1.5. Development of cooperative instruction/teaching We define the concept of cooperative instructional skills are pedagogical skills performed by teachers to support students in cooperative learning through selecting contents, and organizing appropriate learning activities based on appropriate conditions, facilities and principles of cooperative learning. Teachers use different sets of skills for cooperative learning at different lesson stages. Development of instructional skills for cooperative learning must be based on general pedagogical skills required to teach at lower secondary level, and through the process of professional development of teachers. Teachers will build up these skills through practice as well as improved understanding of its theory. There are different strategies of professional development of instructional skills for cooperative learning for students such as through in-service teacher training, application of these skills in practice, organization of professional meetings to share experience at schools. 1.2. PRACTICAL RATIONALE FOR THE DEVELOPMENT OF INSTRUCTIONAL SKILLS FOR LOWER SECONDARY TEACHERS 1.2.1. Situations of application of instructions and renovation of teaching methodology, understanding of teachers of cooperative teaching and learning, and professional development activities to improve instructional skills for cooperative learning of lower secondary teachers through surveys 1.2.2.1. Conducting surveys Surveys have been conducted in 3 provinces of Tây Ninh, Bình Dương and Bình Phước. The survey targeted to lower secondary school educational management staff and teachers. The survey was conducted during the school year of 2007-2008 focus on the contents of use of different teaching strategies of teachers; renovation of teaching methodology; instructional strategies for cooperative learning at lower secondary schools; professional development and teacher training activities for lower secondary teachers. Questionaire and discussions were mainly used in the survey. 1.2.2.2. Survey results a. Current situations of use of instructional strategies: Lower secondary teachers still use traditional strategies such as lecturing, using aids, asking questions etc. So called new strategies such as projects, case studies, role playing, group discussion etc are unlikely used by teachers. Few teachers master strategies which are often used by teachers, only 50% of teachers surveyed can use lecturing strategy well. Especially, the survey found that teachers almost own teaching skills. Therefore it is really a challenge for the renovation of teaching methodology. b. Survey of results of the renovation of teaching methodology - Understanding of teachers of the innovative teaching methodology: Almost all teachers and educational management staff have a proper understanding of the innovative 9 teaching methodology (73,1%), however some teachers do not have appropriate understanding of the innovative teaching methodology. - Implementation of the innovative teaching methodology: 72% teachers and educational management staff have implemented the innovative teaching methodology demonstrated in a number of skills such as lesson design, instructions, and use of learning and teaching aids. However, teachers lack key essential skills for the innovative teaching methodology. + Results of the innovative teaching methodology: 71% participants to the survey have a proper understanding of results of the innovative teaching methodology, generally saying that it is effective and positive. Many teachers and educational managers have not yet developed a proper understanding of challenges when applying the innovative teaching methodology. Almost all teachers and educational management staff agree with positive side of the cooperative learning. c. Results of survey of understanding of cooperative learning and teaching of lower secondary teachers, and current situations of teacher training, professional development of instructional skills for cooperative learning by lower secondary teachers * Awareness and understanding of lower secondary teachers and management staff of cooperative teaching and learning + Awareness and understanding of cooperative learning by survey participants reach 72%, there are some major characteristics of cooperative learning instruction which were not properly understood by almost all teachers. + Teachers and management staff do not have a proper understanding of cooperative learning instruction /teaching + Implementation of cooperative learning instruction: almost all teachers and management staff believe that they have not yet implemented cooperative learning instructions, it probably means that they have not had a proper understanding of cooperative learning. * Survey results of teacher training and professional development activities Results from questionaire: Almost all teachers and management staff have not been trained in cooperative learning strategies. Only a small number of teachers have been trained in a small scale project by international specialists. Through interviews, meeting and discussions with provincial and district educational management staff and desk review, we find that Training contents: Teachers are mainly trained in new strategies required for teaching innovative curriculum of lower secondary education; in topics such as environmental protection, HIV/AIDs and drug use prevention. Teacher training was implemented in some core provinces which they are believed to have more advantageous [...]... have not been any formal strategies in teacher training in cooperative learning for lower secondary teachers 12 Chapter 2 STRATEGIES TO DEVELOP SKILLS REQUIRED FOR COOPERATIVE LEARNING FOR LOWER SECONDARY TEACHERS 2.1 PRINCIPLES OF THE DEVELOPMENT OF STRATEGIES OF COOPERATIVE LEARNING INSTRUCTIONAL SKILLS FOR LOWER SECONDARY TEACHERS 2.1.1 Principle of objective 2.1.2 Principle of systematic development... Contents of skills development for cooperative learning are in line with essential skills required by lower secondary teachers, and skills of lower secondary students for using cooperative learning 2.2.1 Strategies - group 1: development of contents for teacher training in cooperative learning for lower secondary teachers * Strategy group 1: development of contents for teacher training in cooperative learning. .. individual values for students Developing instructional skills for cooperative learning should be based on general instructional existing skills of teachers to build on a set of necesary instructional skills for cooperative learning in line with cooperative learning theory Teachers should be developed with instructional skills for cooperative learning through teacher training and professional development... development of skills in cooperative learning for lower secondary teachers as recommended in our research paper, we have combined different approaches for assessment of feasibility and effectiveness of these strategies which include 1) pedagogical experiment; 2) Observations of instructional skills for cooperative learning of lower secondary teachers in class; 3) reflection of teachers of instructional skills. .. 2.1.3 Principle of practice or feasibility 2.1.4 Principle of comprehensive effectiveness 2.2 STRATEGIES FOR DEVELOPING SKILLS FOR COOPERATIVE LEARNING FOR LOWER SECONDARY TEACHERS The thesis presents two groups of strategies for developing cooperative teaching skills for teachers Contents of these strategies specify approaches and requirements in cooperative teaching skills therefore the thesis does not... thematic teacher training in cooperative learning for lower secondary teachers Contents of this training course includes the provision of knowledge of cooperative learning and instructions for cooperative learning, provision of a set of essential skills for teachers to practice cooperative learning to improve educational quality, and practice of instruction using cooperative learning After the training,... - Group 2 of strategies in related to practice and reinforcement of cooperative teaching skills for lower secondary teachers This group consists of 4 strategies which support practice and application of cooperative learning in order to develop professional skills among the professional groups It also helps to promote self-studying of cooperative learning skills by teachers The two groups of strategies... trained in cooperative learning understand fundamental requirements of the instructions required for cooperative learning, it means that in service teacher training for teachers in instructional skills for cooperative learning is valid in developing profession of teachers 3.3 CONSULTATIONS WITH SPECIALISTS OR EXPERTS 3.3.1 Assessment of feasibility and effectiveness of strategies for developing instructional. .. of strategies for skill development in cooperative learning, of which the strategy group 1 focuses on the development of training contents for teachers with a realistic set of skills required for cooperative learning helping teachers in the implementation of innovative teaching methodology In practice, teachers can use these skills for effective instructions of all subjects 23 1.6 Responses from teachers. .. instructional skills for cooperative learning and 4) asking ideas and comments from specialists 3.1 PEDAGOGICAL EXPERIMENT 3.1.1 Objective: To verify feasibility and effectiveness of these strategies in developing instructional skills for cooperative learning of lower secondary teachers (instructional skills will influence learning results of students) 16 3.1.2 Implementation Before pedagogical experiment, . experiment; 2) Observations of instructional skills for cooperative learning of lower secondary teachers in class; 3) reflection of teachers of instructional skills for cooperative learning and 4) asking. Contents of skills development for cooperative learning are in line with essential skills required by lower secondary teachers, and skills of lower secondary students for using cooperative learning. . conditions of cooperative teaching and learning skill development of lower secondary teachers 5.2. Identify a set of skills required for cooperative teaching and learning of lower secondary teachers