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1. 2. 3. 4. 5.
Cooperative learning Peer Tutoring Team Teaching Project Based Learning Personalization 18 | P a g e
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I.
COOPERATIV LEARNING
Is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence." Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.). Furthermore, the teacher's role changes from giving information to facilitating students' .
learning Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. According to Johnson and Johnson's meta-analysis, students in cooperative learning settings compared to those in individualistic or competitive learning settings, achieve more, reason better, gain higher self-esteem, like classmates and the learning tasks more and have more perceived social support. HISTORY Prior to World War II, social theorists such as Allport, Watson, Shaw, and Mead began establishing cooperative learning theory after finding that group work was more effective and efficient in quantity, quality, and overall productivity when compared to working alone. However, it wasn't until 1937 when researchers May and Doob found that people who cooperate and work together to achieve shared goals, were more successful in attaining outcomes, than those who strived independently to complete the same goals. Furthermore, they found that independent achievers had a greater likelihood of displaying competitive behaviours. Philosophers and psychologists in the 1930s and 1940s such as John Dewey, Kurt Lewin, and Morton Deutsh also influenced the cooperative learning theory practiced today.
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-
Dewey believed it was important that students develop knowledge and social
skills that could be used outside of the classroom, and in the democratic society. This theory portrayed students as active recipients of knowledge by discussing information and answers in groups, engaging in the learning process together rather than being passive receivers of information (e.g., teacher talking, students listening). -
Lewin's contributions to cooperative learning were based on the ideas of
establishing relationships between group members in order to successfully carry out and achieve the learning goal. -
Deutsh's
contribution
to
cooperative
learning
was positive
social
interdependence, the idea that the student is responsible for contributing to group knowledge. Since then, David and Roger Johnson have been actively contributing to the cooperative learning theory. In 1975, they identified that cooperative learning promoted mutual liking, better communication, high acceptance and support, as well as demonstrated an increase in a variety of thinking strategies among individuals in the group. Students who showed to be more competitive lacked in their interaction and trust with others, as well as in their emotional involvement with other students. In 1994 Johnson and Johnson published the 5 elements (positive interdependence, individual accountability, face-to-face interaction, social skills, and processing) essential for effective group learning, achievement, and higher-order social, personal and cognitive skills (e.g., problem solving, reasoning, decision-making, planning, organizing, and reflecting). TYPES:
I.
FORMAL COOPERATIVE LEARNING :
Formal cooperative learning consists of students working together, for one class period to se veral weeks, to achieve shared learning goals and complete jointly specific tasks and assignments (Johnson, Johnson, & Holubec, 2008). In formal cooperative learning groups the teachers‘ role includes . 1. Making preinstructional decisions. Teachers (a) formulate both academic and social skills objectives, (b) decide on the size of groups,
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(c) choose a method for assigning students to groups, (d) decide which roles to assign group members, (e) arrange the room, (f) arrange the materials students need to complete the assignment. In these preinstructional decisions, the social skills objectives specify the interpersonal and small group skills students are to learn. By assigning students roles, role interdependence is established. The way in which materials are distributed can create resource interdependence. The arrangement of the room can create environmental interdependence and provide the teacher with easy access to observe each group, which increases individual accountability and provides data for group processing. 2. Explaining the instructional task and cooperative structure. Teachers (a) explain the academic assignment to students, (b) explain the criteria for success, (c) structure positive interdependence, (d) structure individual accountability, (e) explain the behaviors (i.e., social skills) students are expected to use, (f) emphasize intergroup cooperation (this eliminates the possibility of competition among students and extends positive goal interdependence to the class as a whole). Teachers may also teach the concepts and strategies required to complete the assignment. By explaining the social skills emphasized in the lesson, teachers operationalize (a) the social skill objectives of the lesson and (b) the interaction patterns (such as oral rehearsal and jointly building conceptual frameworks) teachers wish to create. 3. Monitoring students‘ learning and intervening to provide assistance in (a) completing the task successfully (b) using the targeted interpersonal and group skills effectively. While conducting the lesson, teachers monitor each learning group and intervene when needed to improve taskwork and teamwork. Monitoring the learning groups creates individual accountability; whenever a teacher observes a group, members tend to feel accountable to be constructive members. In addition, teachers collect specific data on promotive interaction, the use of targeted social skills, and the engagement in the desired interaction patterns. This data is used to intervene in groups and to guide group processing. 4. Assessing students‘ learning and helping students process how well their groups functioned. Teachers (a) bring closure to the lesson, (b) assess and evaluate the quality and quantity of student achievement,
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(c) ensure students carefully discuss how effectively they worked together (i.e., process the effectiveness of their learning groups), (d) have students make a plan for improvement, (e) have students celebrate the hard work of group members. The assessment of student achievement highlights individual and group accountability (i.e., how well each student performed) and indicates whether the group achieved its goals (i.e., focusing on positive goal interdependence). The group celebration is a form of reward interdependence. The feedback received during group processing is aimed at improving the use of social skills and is a form of individual accountability.
Discussing the processes the group used to function, furthermore,
emphasizes the continuous improvement of promotive interaction and the patterns of interaction need to maximize student learning and retention. Types of formal cooperative learning strategies include: a. The jigsaw technique b. Assignments that involve group problem-solving and decision making c. Laboratory or experiment assignments d. Peer review work (e.g. editing writing assignments).
Having experience and developing skill with this type of learning often facilitates informal and base learning. Jigsaw activities are wonderful because the student assumes the role of the teacher on a given topic and is in charge of teaching the topic to a classmate. The idea is that if students can teach something, they have already learned the material. II.
INFORMAL COOPERATIVE LEARNING
Informal cooperative learning consists of having students work together to achieve a joint learning goal in temporary, ad-hoc groups that last from a few minutes to one class period (Johnson, Johnson, & Holubec, 2008). During a lecture, demonstration, or film, informal cooperative learning can be used to focus student attention on the material to be learned, set a mood conducive to learning, help set expectations as to what will be covered in a class session, ensure that students cognitively process and rehearse the material being taught, summarize what was learned and precue the next session, and provide closure to an instructional session. The teacher‘s role for using informal cooperative learning to keep students more actively engaged intellectually entails having focused discussions before and after the lesson (i.e., bookends) and interspersing pair discussions throughout the lesson. Two important aspects of using informal cooperative learning groups are to: (a) make the task and the instructions explicit and precise (b) require the groups to produce a specific product (such as a written answer) . The procedure is as follows.
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1. Introductory Focused Discussion: Teachers assign students to pairs or triads and explain (a) the task of answering the questions in a four to five minute time period and (b) the positive goal interdependence of reaching consensus. The discussion task is aimed at promoting advance organizing of what the students know about the topic to be presented and establishing expectations about what the lecture will cover. Individual accountability is ensured by the small size of the group. A basic interaction pattern of eliciting oral rehearsal, higher-level reasoning, and consensus building is required. 2.
Intermittent Focused Discussions: Teachers divide the lecture into 10 to 15 minute
segments. This is about the length of time a motivated adult can concentrate on information being presented. After each segment, students are asked to turn to the person next to them and work cooperatively in answering a question (specific enough so that students can answer it in about three minutes) that requires students to cognitively process the material just presented. The procedure is: a. Each student formulates his or her answer. b. Students share their answer with their partner. c. Students listen carefully to their partner‘s answer. d. The pairs create a new answer that is superior to each member‘s initial formulation by integrating the two answers, building on each other‘s thoughts, and synthesizing. The question may require students to: a. Summarize the material just presented. b. Give a reaction to the theory, concepts, or information presented. c. Predict what is going to be presented next; hypothesize. d. Solve a problem. e. Relate material to past learning and integrate it into conceptual frameworks. f. Resolve conceptual conflict created by presentation. Teachers should ensure that students are seeking to reach an agreement on the answers to the questions (i.e., ensure positive goal interdependence is established), not just share their ideas with each other. Randomly choose two or three students to give 30 second summaries of their discussions. Such individual accountability ensures that the pairs take the tasks seriously and check each other to ensure that both are prepared to answer. Periodically, the teacher should structure a discussion of how effectively the pairs are working together (i.e., group processing). Group celebrations add reward interdependence to the pairs. 3. Closure Focused Discussion: Teachers give students an ending discussion task lasting four to five minutes. The task requires students to summarize what they have learned from the lecture and integrate it into existing conceptual frameworks. The task may also point students toward what the
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homework will cover or what will be presented in the next class session. This provides closure to the lecture. Informal cooperative learning ensures students are actively involved in understanding what is being presented. It also provides time for teachers to move around the class listening to what students are saying. Listening to student discussions can give instructors direction and insight into how well students understand the concepts and material being as well as increase the individual accountability of participating in the discussions. III.
COOPERATIVE BASE GROUPS
Cooperative base groups are long-term, heterogeneous cooperative learning groups with stable membership (Johnson, Johnson, & Holubec, 2008). Members‘ primary responsibilities are to: (a) ensure all members are making good academic progress (i.e., positive goal interdependence) (b) hold each other accountable for striving to learn (i.e., individual accountability), (c) provide each other with support, encouragement, and assistance in completing assignments (i.e., promotive interaction). In order to ensure the base groups function effectively, periodically teachers should teach needed social skills and have the groups process how effectively they are functioning. Typically, cooperative base groups are heterogeneous in membership (especially in terms of achievement motivation and task orientation), meet regularly (for example, daily or biweekly), and last for the duration of the class (a semester or year) or preferably for several years. The agenda of the base group can include academic support tasks (such as ensuring all members have completed their homework and understand it or editing each other‘s essays), personal support tasks (such as getting to know each other and helping each other solve nonacademic problems), routine tasks (such as taking attendance), and assessment tasks (such as checking each other‘s understanding of the answers to test questions when the test is first taken individually and then retaken in the base group). The teacher‘s role in using cooperative base groups is to: (a) form heterogeneous groups of four (or three), (b) schedule a time when they will regularly meet (such as beginning and end of each class session or the beginning and end of each week), (c) create specific agendas with concrete tasks that provide a routine for base groups to follow when they meet, (d) ensure the five basic elements of effective cooperative groups are implemented, (e) have students periodically process the effectiveness of their base groups.
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The longer a cooperative group exists, the more caring their relationships will tend to be, the greater the social support they will provide for each other, the more committed they will be to each other‘s success, and the more influence members will have over each other. Permanent cooperative base groups provide the arena in which caring and committed relationships can be created that provide the social support needed to improve attendance, personalize the educational experience, increase achievement, and improve the quality of school life.
ELEMENTS OF CO OP ERATIV LEARNING : 1. Positive interdependence 1. Students must fully participate and put forth effort within their group 2. Each group member has a task/role/responsibility therefore must believe that they are responsible for their learning and that of their group 2. Face-to-face promotive interaction 1. Members promote each other's success 2. Students explain to one another what they have or are learning and assist one another with understanding and completion of assignments 3. Individual and group accountability 1. Each student must demonstrate mastery of the content being studied 2. Each student is accountable for their learning and work, therefore eliminating "social loafing" 4. Social skills Some social skills for cooperative learning to be success: a. Active listening b. Turn taking c. Respect the ideas of others d. Sharying materials e. Not making or receiving put- downs f. To never laught at anothes‘s imput g. Solving problems h. Making decisions i. Praising others j. Disagreeing in an agreeing way. k. Resolving conflicts l. Reaching consensus.
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5. Group processing 1. Group processing occurs when group members (a) reflect on which member actions were helpful and (b) make decision about which actions to continue or change. 2. The purpose of group processing is to clarify and improve the effectiveness with which members carry out the processes necessary to achieve the group's goals.
P I E S
positive interdependence
individual accountability
equal
Simultaneous interaction
In order for student achievement to improve considerably, two characteristics must be present: 1. When designing cooperative learning tasks and reward structures, individual responsibility and accountability must be identified. Individuals must know exactly what their responsibilities are and that they are accountable to the group in order to reach their goal. 2. All group members must be involved in order for the group to complete the task. In order for this to occur each member must have a task that they are responsible for which cannot be completed by any other group member. TECHNIQUES: There are a great number of cooperative learning techniques available. Some cooperative learning techniques utilize student pairing, while others utilize small groups of four or five students. Hundreds of techniques have been created into structures to use in any content area. Among the easy to implement structures are think-pair-share, think-pair-write, variations of Round Robin, and the reciprocal teaching technique. A well known cooperative learning technique is the Jigsaw, Jigsaw II and Reverse Jigsaw.
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1. Think-pair-share Originally developed by Frank T. Lyman (1981), think-pair-share allows for students to contemplate a posed question or problem silently. The student may write down thoughts or simply just brainstorm in his or her head. When prompted, the student pairs up with a peer and discusses his or her idea(s) and then listens to the ideas of his or her partner. Following pair dialogue, the teacher solicits responses from the whole group. When teachers use this technique they don't have to worry about students not volunteering because each student will already have an idea in their heads, therefore, the teacher can call on anyone and increase discussion productivity. 2. Jigsaw Students are members of two groups: home group and expert group. In the heterogeneous home group, students are each assigned a different topic. Once a topic has been identified, students leave the home group and group with the other students with their assigned topic. In the new group, students learn the material together before returning to their home group. Once back in their home group, each student is accountable for teaching his or her assigned topic. 3. Jigsaw II Jigsaw II is Robert Slavin's (1980) variation of Jigsaw in which members of the home group are assigned the same material, but focus on separate portions of the material. Each member must become an "expert" on his or her assigned portion and teach the other members of the home group. 4. Reverse jigsaw This variation was created by Timothy Hedeen (2003) It differs from the original Jigsaw during the teaching portion of the activity. In the Reverse Jigsaw technique, students in the expert groups teach the whole class rather than return to their home groups to teach the content. 6. Inside-outside circle This is a cooperative learning strategy in which students form two concentric circles and take turns on rotation to face new partners to answer or discuss the teacher's questions. This method can be used to gather variety of information, generate new ideas and solve problems. 27 | P a g e
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7. Reciprocal teaching Brown & Paliscar (1982) developed reciprocal teaching. It is a cooperative technique that allows for student pairs to participate in a dialogue about text. Partners take turns reading and asking questions of each other, receiving immediate feedback. Such a model allows for students to use important metacognitive techniques such as clarifying, questioning, predicting, and summarizing. It embraces the idea that students can effectively learn from each other. 8. The Williams Students collaborate to answer a big question that is the learning objective. Each group has differentiated questions that increases in cognitive ability to allow students to progress and meet the learning objective. 9. STAD (or Student-Teams-Achievement Divisions) Students are placed in small groups (or teams). The class in its entirety is presented with a lesson and the students are subsequently tested. Individuals are graded on the team's performance. Although the tests are taken individually, students are encouraged to work together to improve the overall performance of the group. 10. Rally Table Rally Table is another process of cooperative learning. In this process, the class or the students are divided into groups. This is done to encourage group learning, team building and cooperative learning. It is the written version of Robin Table.
RESEARCH EVIDENCE: Research on cooperative learning demonstrated "overwhelmingly positive" results and confirmed that cooperative modes are cross-curricular. Cooperative learning requires students to engage in group activities that increase learning and adds other important dimensions. The positive outcomes include academic gains, improved race relations and increased personal and social development. Students who fully participate in group activities, exhibit collaborative behaviors, provide constructive feedback, and cooperate with their groups have a higher likelihood of receiving higher test scores and course grades at the end of the semester.
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Cooperative learning is an active pedagogy that fosters higher academic achievement. Cooperative learning has also been found to increase attendance, time on task, enjoyment of school and classes, motivation, and independence. BENEFITS AND APPLICABILITY OF COOPERATIVE LEARNING:
Students demonstrate academic achievement
Cooperative learning methods are usually equally effective for all ability levels
Cooperative learning is effective for all ethnic groups
Student perceptions of one another are enhanced when given the opportunity to work with one another
Cooperative learning increases self-esteem and self-concept
Ethnic and physically/mentally handicapped barriers are broken down allowing for positive interactions and friendships to occur.
COOPERATIVE LEARNING RESULTS IN:
Increased higher level reasoning
Increased generation of new ideas and solutions
Greater transfer of learning between situations
COOPERATIVE LEARNING IS SIGNIFICANT IN BUSINESS:
Cooperative learning can be seen as a characteristic of innovative businesses
The five stage division on cooperative learning creates a useful method of analyzing learning in innovative businesses
Innovativity connected to cooperative learning seems to make the creation of innovations possible
LIMITATIONS: Cooperative Learning has many limitations that could cause the process to be more complicated than first perceived. Sharan (2010) describes the constant evolution of cooperative learning as a threat. Because cooperative learning is constantly changing, there is a possibility that teachers may become confused and lack complete understanding of the method. The fact that cooperative learning is such a dynamic practice means that it can‘t be used effectively in many situations. Also teachers can get into the habit of relying on cooperative learning as a way to keep students busy. While
cooperative
learning will
consume
time, the most
effective
application
of
cooperative learning hinges on an active instructor. Teachers implementing cooperative learning may also be challenged with resistance and hostility from students who believe that they are being held back by
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their slower teammates or by students who are less confident and feel that they are being ignored or demeaned by their team. Students often provide feedback in the form of evaluations or reviews on success of the teamwork experienced during cooperative learning experiences. Peer review and evaluations may not reflect true experiences due to perceived competition among peers. Students might feel pressured into submitting inaccurate evaluations due to bullying. To eliminate such concerns, confidential evaluation processes may help to increase evaluation strength. COOPERATION VS COMPETITION VS INDIVIDUALISTIC EFFORTS There are many reasons why competitors tend to achieve less than they would if they were working cooperatively. And there have also been lots of studies making a claim that cooperative learning is more effective than competitive learning and individualistic efforts. But studies also show that competition and individualistic efforts can be constructive and should be encouraged when they are appropriately structured. 1. Conditions for Constructive Competition 1. Winning is relatively unimportant 2. All participants have a reasonable chance to win. 3. There are clear and specific rules, procedures, and criteria for winning. 2. Conditions for Constructive Individualistic Efforts 1. Cooperation is too costly, difficult or cumbersome because of the unavailability of skilled potential cooperators or the unavailability of the resources need for cooperation to take place. 2.
The goal is perceived as important, relevant, and worthwhile
3. Participants expect to be successful in achieving their goals. 4. The directions for completing the tasks are clear and specific, so participants do not need further clarification on how to proceed and how to evaluate their work. 5. What is accomplished will be used subsequently in a cooperative effort.
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Examples of COOPERATIVE LEARNING in different year grades observations of the lessons LITUANIAN SCHOOL : 1. Integrated English and ICT lesson for 9 th grade (14-15 years) students. 2. Integrated English- Maths lesson for primary school students (3rd grade) ROMANIAN SCHOOL : 1. MARKETING BUSINESS- Effective communication with consumers to satisfy their needs: verbal, nonverbal- lesson for 11 th grade (16-17 years) students. 2. THE USE OF COOPERATIVE TYPE OF LEARNING IN/WHEN STUDYING PHYSICS lesson for 10 th grade (15-16 years) students. 3. THE USE OF COOPERATIVE TYPE OF LEARNING IN/WHEN STUDYING MARKETINGlesson for 10 th grade (15-16 years) students. 4. Interculturel et diversité linguistique-
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KAUNAS „VYTURYS“ GYMNASIUM LESSON PLAN Class Ig,, 13 students IT teacher Jolanta Leonavičienė, English teacher Vaida Paulauskienė. Topic of an integrated IT and English lesson Inclusion through ArcGIS Online Story Map Tour ―The signs of Lithuanian statehood in Kaunas― The main objective: After using the online sources, students will have to upload to Kaunas city map 2-3 English descriptions of objects denoting Lithuanian statehood; they will do that using the program ArcGIS Online. After that, they will present the complete maps in groups. Reference to General Education Programs ICT – Internet and its‗ services. Developing the capacity to safely use the Internet in several different public services; targeted search for information specified in the subject; use various cartographic works. English - Celebrities, interesting sites. Developing the ability to briefly describe their home town(denoting the most significant objects). Learning methods Work in
groups, individual
work, brainstorming
method, community mapping method, work with computer,
consultation,
collecting
information,
translation, oral presentation. Learning material Handouts, computers, online dictionaries, program ArcGIS Online
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Learning activity 1 min.
Introduction of the topic of the lesson.
4 min.
Why is it important? Introduction of the main objective of the lesson. Brainstorming: „How do you understand the word statehood?
5 min.
Self-assessment criteria.
10 min.
Reminder of work with a computer program ArcGIS Online. Community mapping – uploading prepared English descriptions to the map using ArcGIS Online program.
15 min.
Work in groups. Presentations of the maps, introduction of the most significant historical figures, monuments, buildings, educational institutions.
10 min.
Summary of the lesson and students‘ performance compared to the objective set in the beginning. Evaluation of work in groups. Self-evaluation: „What have I learned?‖ Naming 2-3 significant objects in Kaunas presented by other groups, that students would recommend tourists to visit.
Homework. View the descriptions uploaded into the virtual map, correct grammar and punctuation mistakes; specify the addresses. Evaluation of progress and achievements. Self-assessment of students‗ performance, peer assessment, teacher‗s advice and counceling. Oral assessment, indicating the drawbacks of students' learning performance; encouraging and praising.
Integrated English and mathematics lesson. Geometric figures Basing on particular examples pupils will be able to recognize and use English geometric terminology to name a square, rectangle, triangle, circle; they will also be able to name a cube, cuboid,
pyramid
and sphere
in lithuanian
language and also correctly identify at least 6 geometric shapes (out of 8). Methods:
interview,
questions
and
answers, brainstorming, demonstrations, games, writing, working in pairs and individually. Tools: visual teaching tool „Robot―, a set of geometric shapes (for demonstrating and working in pairs), worksheets and cards, writing materials, projector, flannel board. Formative
evaluation
(praises
and
encouragements). Evaluation of progress and achievements: Children self-evaluate themselves by coloring smileys with yellow, red or green.
Virtual photo exhibition interreligious dialogue”. Students
presented
“Inclusion
and commented
trough their common work of art, photography and
English language. (Students age 17-18 years, 11th
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TECHNICAL COLLEGE "PETRU PONI"ROMAN DRAFT LESSON Class: a- XI B School Subject: Marketing Business Teacher: Cristina Juravle Learning Unit: Marketing Business Lesson Title: Effective communication with consumers to satisfy their needs: verbal, nonverbal Type of lesson: Fastening and consolidation of knowledge Lesson Duration: 50 min Specific Skills: Analyze the role of marketing in business for the economic agent Teaching methods and procedures used: •
conversation
•
Explication
•
Exercise
•
Teamwork
Teaching materials •
Flipchart
•
Internet
•
Manual "Marketing Business" grade XI
Structure and course lesson I. ARRANGEMENTS: 3 min It provides the conditions for the optimal lesson by conducting presence, establishing quite in the classroom and capturing attention. II. Checking the knowledge from previous lessons as well the theory using flipchart sheets: 42 min Students are grouped in teams of 4 and receive a flipchart paper that must have one of two forms of communication that they had to prepare. Defining aspects of the marketing communication Communication has accompanied the man throughout his entire existents and developments, in all kinds of activities in which he was involved. Purpose persuasive communication, of persuasion, is the one that marks the beginning of marketing practices, many years before the first manifestations of modern marketing. Communication between people is a communication of information‘s, signals, meanings and understandings , and at the base of this complex process is one or more forms of languages.
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One of the simplest models of the communication process belongs to Harold D. Lasswell who in 1948, appreciated that a communication must contain complete and credible answers to five questions: 1. Who communicates? 2. What communicates? 3. Through what media? 4. To who communicates? 5. With what communicates? The most important distinction regarding the acts of communication used as a criterion is nature of the signs used. In this regard it will be considered verbal a form of communication that involves exclusively words - either in the acoustic version or the graphic version - and nonverbal communication made with indices, icons or symbols. Verbal communication is conducted or in oral form or written form. After the estimations of researchers, speaking and listening (which is about the oral communication) are being devoted more time and implicitly more importance than writing and reading (which is about the written communication). Nonverbal communication. According to a widely shared belief, it prevails over all other forms of communication. No, nonverbal sign cannot be correctly interpret only in the context of other signs (verbal or nonverbal), the history of relations with the communication partners (friendship, indifference, hostility, etc.) and our mental state (if suffering from persecution anger we will see every other gestures as a threat to us). Completing the verbal signs with nonverbal signs usually occurs when at least one of the parties has difficulty handling a verbal code. Occasionally tourists who are in a foreign country whose language is just partially known, uses body language to make themselves understood on the sequence which they do not know the right words. In conclusion we can say that the content of the communication concept is extremely complex, diverse and rich, with numerous meanings, which implies the possibility of being interpreted in many ways. Regardless of the manner of interpretation, communication aims to fundamental exchange of information, ideas and emotions. How the teacher collaborates with the students is represented by way they solve the worksheets. After completing the sheet, each team presents in front of colleagues how they solved the topic received. Based on the sheet, the presentation in front the class and teamwork cooperation the teacher attribute grades to the students. III. Securing of new knowledge and realization of the feed-back: 5 min
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