Developing cooperative learning in efl contents. Introduction

Complex Instruction - Cohen²¹ has incorporated various multiple intelligence factors into tasks so that all members of the class may have an opportunity to contribute. In this way, Cohen has sought to address the issue of perceived pupil status. Cohen et al (1999) argue that complex instruction alleviates these problems. Research by Cohen and Lotan (1997) showed that using curricula specially designed for complex instruction, students gained significantly more than students in comparison classes on questions requiring higher-order thinking, although not on factual recall. These activities fit the need for cooperative learning tasks to be open-ended which then increases the need for interaction. It also provides for multiple-ability tasks which needs the teacher to 'convince their students that there are different ways to be 'smart'', although these will not solve status problems which may be based on race or gender. Nevertheless, complex instruction offers two strategies to minimise status problems:
1. The multiple-abilities treatment. This concerns broadening conceptions of being 'smart'. It is grounded in the teacher's public recognition of the wealth of intellectual abilities and the value given to them. A task would begin by stating the different skills and abilities necessary for completion and pupils are convinced that the task is different to ones they traditionally complete in the classroom. Pupils are reminded that no one has all the abilities necessary.
2. Assigning competence to low-status pupils. This must be a public
statement that recognises the different contribution that different pupils
make. It is a positive evaluation that is specific that tells the pupil and
group exactly what he or she did well. It must also make the intellectual
ability demonstrated relevant to the work of the group. It is strongest
when it is made on the spot during group work. Cohen found that it is
easier for teachers to take notes on pupils' contributions and assign
competence later, perhaps during a plenary, or at the start of another
lesson. To be effective, it requires a thorough knowledge of pupils' abilities by the teacher.
Complex Instruction requires a different classroom management system where authority is delegated to the group. This is helped through particular strategies such as activity cards for the task, stating specific cooperative learning behaviours necessary for the task and a set of procedural roles for each member of the group.
The process of developing complex instruction says Cohen²² takes a long time. She recommends a staff development process that takes a year to provide teachers with the theoretical understanding and practical experience necessary to maintain high quality implementation. During the following school year, researchers follow the teachers into the classrooms and provide feedback. Teachers then receive further training for two days mid-year, during which time they look at status problems in more depth and, in small groups, teachers reflect on the social structure of their own classrooms.
This approach is, as its name implies, complex. It requires time to implement and a detailed knowledge by the teachers of the pupils in their classes to work effectively. There may also be limitations of application to different age groups and types of task.