Reflection and Cooperative Learning in the Student Centered Paradigm

Cooperative Learning through a Reflective Lens - George M. Jacobs

George M. Jacobs [+-]
Educational consultant, Singapore
George M. Jacobs received their PhD in Educational Psychology in 1991 from the University of Hawai’i at Manoa and has taught in Singapore since 1993. Education is George’s passion, in particular such areas as humane education, student-centered learning, cooperative learning, extensive reading, and ecolinguistics. George has hundreds of publications in these areas and has served on the boards of local and international organizations, for example as vice-president of Singapore’s Kampung Senang Charity and Education Foundation.
Anita Lie [+-]
Widya Mandala Surabaya Catholic University, Indonesia
Anita Lie is a professor at Widya Mandala Surabaya Catholic University, Indonesia. She teaches at the Faculty of Teacher Training and the Graduate School. Her areas of research are teacher professional development, English education, heritage language learning. She has also been consulting projects on school improvement in remote regions of Indonesia. She was granted SEAMEO-Jasper Fellowship Award in 2000 for her research on English curriculum in Indonesia. In 2011, she was a research fellow at the University of California, Berkeley. In 2016, she got a research grant from American Institute for Indonesian Studies (AIFIS) Luce Fellowship for her research on heritage language learning among second generation of Indonesian-Americans in California. In 2018, she got a Dedicated Scholar Award from Kompas, a leading national newspaper in Indonesia. She has published books and articles in scholarly journals as well as newspapers.
Siti Mina Tamah [+-]
Widya Mandala Surabaya Catholic University, Indonesia.
Siti Mina Tamah is a full-timer at the English Department of Widya Mandala Surabaya Catholic University, Indonesia. She has been working in the field of education since 1988. Ever since she graduated from the University of Groningen, the Netherlands where she obtained her Doctor degree in 2011 funded by the Indonesian Government, she has been involved in teaching students at Master's Program in TEFL, Graduate School at Widya Mandala Catholic University. In 2003 she was granted a SEAMEO (RELC) Research Fellowship Award. In 2013 she was an awardee of Scheme of Academic Mobility and Exchange program held by the Indonesian Directorate General of Higher Education. This award made her a visiting scholar at Southern Cross University, Lismore, Australia for three months. Her research areas are teacher training, and teaching methodology. Her current research interests include Cooperative Learning, teacher development program, and assessment.


“Great teachers teach from the heart” (Palmer, 1998, p. 5). They join the teaching profession with their hearts longing to spark the love of learning in their students. They begin their journey with other novice teachers, many of whom share the same longing. Along the way, some of these fellow teachers lose their longing as they toil the demanding path of the profession. These defeated teachers either leave the profession to embark on different paths or drag themselves into their classes each day, inflicting the pain of rote learning on their students and themselves. In contrast, great teachers have survived the myriad challenges and drudgery of the profession while still managing to savor the moments of joy in between the ups and downs. In between the two extremes, there are many different types of teachers who go through the ups and downs of the profession. Some are on their way to greatness, while some others are struggling to make their days meaningful through their teaching. What, then, makes teachers great? Part of the answer lies in teachers empowering their students; after all, it is students who construct their own learning, with cooperative learning weighing heavily in that construction process. Another key element in teacher self-development lies in teachers, alone and in concert with others, engaging in reflection. This chapter discusses cooperative learning and reflective practice as a terrain to explore and form connectedness between teachers’ inner selves and their students and subjects. To be connected with students, teachers need to find ways to nurture student-teacher encounters so that students can make the content their own and enter the various communities of practice dedicated to the various content areas. Connectedness involving the students, language teaching, and teachers’ inner selves is discussed as the underlying landscape of reflective practice. Then, this chapter discusses how reflective practices enable teachers to delve into the tangles of the students, the language they teach, and their own inner selves.

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Jacobs, George ; Lie, Anita; Tamah, Siti Mina. Reflection and Cooperative Learning in the Student Centered Paradigm. Cooperative Learning through a Reflective Lens. Equinox eBooks Publishing, United Kingdom. Nov 2022. ISBN 9781800502260. Date accessed: 07 Jul 2022 doi: 10.1558/equinox.43496. Nov 2022

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