group 10: Eny Faizah and Ahmad Baidlawi F.

Cooperative Learning Techniques

ü  Think-pair-share

Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to;

 (1) Think individually about a topic or answer to a question.

(2) Share ideas with classmates.

Discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material. As probably the best known cooperative learning exercise, the think-pair-share structure provides students with the opportunity to reflect on the question posed and then practice sharing and receiving potential solutions. Its simplicity provides instructors with an easy entry into cooperative learning and it is readily adaptable to a wide range of course constructs.

ü  SQ3R

1. SQ3R is an acronym that stands for five steps that you should use when reading something that you want to remember. These five steps are: SURVEY: (before class) Read the following: This survey should take no more than 10-25 minutes, even on the longest chapter. The purpose of surveying the chapter is to get a general idea of what it is going to be about, what kind of information the author gives, how many sub-topics the information is broken down into, and how much time you will have to spend reading it.
• Chapter Title
• Introduction
• Objectives
• Vocabulary
• Summary
• Review questions
• Boldface headings
• Graphics and their accompanying captions
2. QUESTION: (before class) Turn each boldfaced heading into a question by using one of the following words: who, what, where, when, why, or how.

The reason for creating a question out of each heading is to set a purpose for reading the material in more detail. When you are reading to find the answer to a specific question, you are reading actively.

3. READ: (after class)
   Actively read the section of the text accompanying the heading for an answer to the question you asked yourself in step 2. The answer will usually be made up of the main idea(s) of the paragraph(s) and the supporting details. Read the section to find the answer. The purpose of reading is to find the answer to your question.
4. RECITE: (after class)
   Recite the answer to each question to yourself. Put the answer into your own words, or rephrase the author's words. Be sure that you can recall the answer, not just recognize the information as correct. Write the questions in your notebook along with a few key words or phrases that summarize the answer.  The purpose for doing this is to help you think about and understand what you have read. When you rewrite or rephrase what you read, your comprehension and retention will improve.
5. REVIEW: (before next class)
   To review, cover the answers and ask yourself the questions. If you can't answer the question, look at your notes and test yourself again. Once you are sure you know and understand the question and answer, check it off. The purpose for reviewing is to help you prepare for the eventual test. Remember that very few people read textbooks for pleasure; they are read to acquire information and to remember and apply it in a testing situation. Reviewing helps you remember the information.