Cooperative or collaborative learning essentially involves students learning from eachother in groups.

It is the way that students and teachers work together, that is the important part of this method.

OBSERVATIONS
T he vocabulary lesson will be done in cooperative groups. Each student is to help the other students learn the new vocabulary words.

PRINCIPLES
Students are encouraged to think in terms of 'positive inter dependence,' which means that the students are not thinking competitively an d individualistically, bur rather cooperatively and in terms of the group. In cooperative learning, students of ten stay together in the same groups for a period of time so they can learn how to work better together. The efforts of an individual help not onIy the individual to be rewarded, but also others in the class. Social skills such as acknowledging another's contribution. asking others to contribute, and keeping the conversation calm need to be explicitly taught.

The students ask which groups they should form. T he teacher tells them to stay in the same groups they have been in this week. The teacher gives the students the criteria for judging how well they have performed the task they have been give The students are to work on the social skill of encouraging others.

OBSERVATIONS
The students appear to he busy working in their groups. There is much talking in the groups. Students take the Test individually.

PRINCIPLES
Language acquisition is facilitated By students interacting in the target language. Although students work together, each student is individually accountable

Groups move back together to compare and combine scores. The students put their group's scores on each of their papers.
The group discusses how the target social skill has been practiced. Each student is give n a role. The Teacher gives feedback on how students did on the target Social skill.

Responsibility and accountabilit y for each other's learning is shared.

Each group member should be encouraged to feel responsible for participating an d for learning. Leadership is 'distributed.' Teachers not only teach language; they teach co operation as well. Of course, since social skills involve the use of language, cooperative learning teaches language for both academic and social purposes.

The seven are: logical/mathematical-the ability to use numbers effectively, to see abstract pattern s, and to reason well 2 Visual/spatial-the ability to orient oneself in the environment, to create mental images, and a sensitivity to shape, size, color 3 Body/kinesthetic-c-the ability to use one's body to express oneself and to solve problems

4 Musical/rhythmic-an ability to recognize tonal patterns and a sensitivity to rhythm, pitch, melody 5 Interpersonal- the ability to understand another person 's moods, feelings. motivations, and intentions 6 lntrapersonal-the ability to understand oneself and to practice selfdiscipline 7 Verbal/ linguistic-the ability to use language effectively and creatively.

1Logica l/mathematical- puzzles and games, logical , sequentia l presentation s, classifications and categorizations 2 Visual/spatial-charts and grids, videos, drawing 3 Bod y/kinesthetic- hands-on activities, field trips, pantomime 4 Musical/rhythmic-e-singing. playing music, jazz chants 5 lnterpersonal- pairwork, project work, group problem-solving 6 Intrapersonal-self-evaluation , journal keeping, options for homework 7 Verbal/linguistic-note-raking, story telling, debates.

A second way to teach from a multiple intelligence perspective is to deliberately plan lessons so that the different intelligence s are represented . Here is one lesson plan, adapted from E. Agosrini, which addresses all of the intelligences:

Step I-Give students a riddle and ask them to solve it in pairs: I have eyes. hut I sec nothing. I have cars, but I hear nothing. I have a mouth, but I cannot speak. If I am young, I stay young; if I am old, I stay old. What am I? Answer: A person in a painting or photograph. (Intelligences: interpersonal, verbal/linguistic]

Step 2-Guided imagery: Tell students to close their eyes and to relax; then describe a pain ting to them. Ask them to imagine it . Play music while you arc giving the students the description. (Intelligences: spatial/visual intelligence, musical) Step 3-Distribute to each person in a small group a written description of the same painting they have JUSt heard described . Each description is incomplete, however, and no two in the group are quire the same. For example, o ne description has certain words missing; the others have different words missing. T he students work together with the other members of their group to f ill in the missing words so that they all end up with a complete description of the painting. (Intelligences: interpersonal, verbal/linguistic) Step 4- Ask the groups to create a tableau of the painting by acting out the description. (Intelligence: body/kinesthetic] Step 5- Show the students the painting. Ask them to find five things about it dun differ from their tableau or from how they imagined the painting to look.

(intelligence: IogicaI/mathernaticaI)
Step 6-Reflection: Ask students if they have learned anything about how to look at a painting. Ask them if they have learned anything new About the target language. (Intelligence: intrapersonal)