Cooperative Learning: The students are placed back into their Rescue squad groups that ideally have four students in each. Each squad will then be given a specific phase of a childbirth. During the learning, each squad will need to determine exactly what the pathophysiology is as well as identify four of the following physical components they should expect to see. For each phase of childbirth the squad as a team need to complete the following.
As a squad distinguish and classify the current stage of labor:
1. Explain the pathophysiology of this stage of childbirth
2. What would you expect this patient and fetus to present like?
3. What is the appropriate standard of care regarding the treatment for a stable patient?
4. What is the appropriate
This particular class was conducted on a Saturday and covered the labor process, options for labor support, comfort measures, and breastfeeding. The class began with the discussion of the anatomy and physiology of an expecting mother. Then progressed to the stages of labor. Furthermore, the complications of delivery and pregnancy were discussed, this took approximately four hours. Lunch was at noon and piloted for thirty minutes. After lunch, comfort measures were reviewed, for about two hour. A forty-five minutes natural childbirth video was played that incorporated the Lamaze techniques. Then the instructor had the mother sit on the floor on yoga mats to practice the recommended breathing techniques for approximately thirty minutes. The final hour was dedicated to breastfeeding and questions the students
Before attending the co-teaching DVD session, I had never heard of the term. Co-teaching occurs when 2 or more people who have equal licenses actively engage in teaching. There are essential elements of co-teaching, but I believe the most important elements is shared system of beliefs and collaboration. I never observed co-teaching until watching the DVD. I had no idea there were different methods of co-teaching. After watching the video, I would like to try co-teaching because it seems to be beneficial to the students as well as the teachers.
After completing the “Cooperative Discipline” course through the Regional Training Center, I am planning on revising my behavioral management techniques to follow the cooperative discipline model in my eighth grade English classroom. The cooperative discipline, or the hands-joined style, is a more appropriate approach to managing behaviors in my classroom than the hands-off or hands-on styles. With the hands-off style, there is too much freedom and not enough structure in the classroom, and with the hands-on style, defiant students are likely to rebel against the teacher’s strict rules. However, with the hands-joined style, “students are included in the decision-making process and therefore are strongly influenced to develop responsibility and choose cooperative behavior” (Albert, 2012). When students are provided with clear expectations but are still part of the decision-making process, they are more likely to behave appropriately in the classroom.
The tutorial interaction in writing centers provides beginning writers with an essential element not found in other types of student-helper interaction. Unlike the usual colloquium that occurs in most classrooms, tutoring offers a one-on-one setting whereby a student can directly consult with, discuss, and turn to an experienced peer for help with as many steps of the writing process as possible. This unique setting offers a chance for tutors to address students’ individual needs using strategic dialogue.
According to Zoltan Donyei, the meaning of cooperative learning is a method of learning that requires cooperation to accomplish their group learning goals, usually the learning in a form of a group with at least two people or more. Zoltan Donrei said that cooperative learning is a learning method based on student interaction in the classroom; it means the teacher will give instruction to the student this will help them to achieve their learning goal. Olsen and Kalgan 1992 have listed five ways to achieve cooperative learning structures. The first is structuring the goal it means that the group must work together to achieve group learning goals for example work together in the performance group. Second is structuring the rewards it means that the rewards...
Collaboration within the higher education community is necessary in order to ensure students the best possible service. College counselors and student affairs professionals are often in constant communication with other student affairs professionals and counselors from different institutions than their own. For example, a student affairs professional or counselor at the community college level in a transfer center might be in constant communication with an admission officer working at a four-year institution. The reason for the constant communication between these two professionals can be to clarify what the admission requirements are for the four-year institution. Since things are always changing in regards to transfer requirements, transfer
To add more, in the examination of cooperative learning with group processing, Archer-Kath et al., (1994) found that group processing with whole group feedback was less effective than group processing with individualistic feedback in increasing: (a) achievement motivation, (b) participants’ positive relationships and the quality of relationships between participants and the teacher, and; (c) self-esteem and positive attitudes toward the subject area. In sum, students achieve better and demonstrate superior learning skill if these basic elements of cooperative learning are included in cooperative learning groups (Johnson & Johnson, 2008), and experience more positive relationships among group members, and between students and the teacher, and more positive self-esteem and attitudes toward the subject area (Slavin, 2011). Once these five elements are structured in cooperative settings, the roles of the teacher and students will be changed remarkably. The teacher becomes not the “sage on the stage”, but “the guide on the side” (Johnson et al.,
Work-based learning (WBL) as a method for learning is playing an increasing role in professional development and lifelong learning. There are lots of publications/articles available on Work-Based Learning, but the definitions and implementations vary from place to place. A Glass, K Higgins and A McGregor say that ‘Work based learning is any training that relates directly to the requirements of the jobs on offer in your organization’. This is one of the examples of WBL in the form of training. Work-based Learning is used as a terms in USA, for programs for school children to obtain experience from work (“Work-based Learning Guide 2002”). According to (Kathleen A. Paris and Sarah A. Mason) it gives a chance to young people to be prepared for the changeover from school to work and, to learn the realities of work and be prepared to make the right choice of work. In Europe (particularly in England, Scotland, Ireland) and in Australia available commendation is more focused on on-the-job preparation and on academic learning linked to work situations, Degree programs and negotiated learning programs.
Chapter 2 highlights the background information of Co-operative education and the significance it has to the pedagogy of higher education. The chapter provides the description of related terms used to describe the infusion of theoretical and practical education with much emphasis on Work-Based Learning. Literature relating to what other researchers had found on the challenges, benefits and critical factors to effective Work-Based Learning for construction students were reviewed. Based on previous research one can draw out some knowledge and background on the challenges faced by students, benefits endured by students and critical factors to effectively utilise Work-Based learning in universities.
Using cooperative learning groups to help student to learn and apply all physical fitness principles may be a more effective way for students to learn and experience physical education in school. Students seemed to enjoy working together as a group as they typically do when playing sports and games in physical education class. Using cooperative learning groups in all aspects of the physical education class may be a more natural way for students to learn and participate in this
Each individual is categorized into a group from the day they were conceived. According to Kozier et al (2010) a group is “two are more people who have shared need and goals, who taken each other in account in their and who, thus, are held together and set apart from others by virtue of their interaction” (p. 400). The communicate that takes place between members of the group is group dynamic (Kozier et al, 2010). Motivation for participation and similarity of other group members and the goals of the group will affect the group dynamic (Kozier et al, 2010). The type of group that was created was a task group and Kozier et al (2010) stated that “the focus for such group is completion of a specific task, and the format is defined at the outset by the leader or members” (p.400). The purpose of the group was to choose a community health care organization, and then presents the information to the class. To increase the student understandings of what a community health organization is; to demonstrate understanding of community based health care nursing practice. To provided information on the different aspects of the community health organization and to identify various roles of nurses within the community health organization. In order for a group to be effective, three functions are required. It must maintain a degree of group unity, it needs to develop and modified its structure to improve its effectiveness and it must accomplish its goals (Kozier et al, 2010).
Cooperative learning (CL) has already been recognized as the effective approach in the United States, which aims to improve the efficiency of student learning and promote students ' quality of learning. With the increasing number of CL theory, research and practice, a series of positive results, CL has been widely used in the world. Although cooperative learning is encouraged in teaching, the research on this is still limited and the effect is not ideal either (Mick & Don, 2002). And, whether the CL practice is beneficial in ESL classrooms, especially in Chinese classrooms is a topic. Nowadays, Cooperative Learning has been applied in almost all schools and increasingly, in college and university contexts all over the world
This atmosphere of realness in the classroom allows learners express their opinions and beliefs in a non-judgemental way. Being non-judgemental in the classroom, values learners and shows they are as important as teachers. Warnock (2010) speaks of being moral when we believe that the other is as important as ourselves. In turn this develops the learners’ empathy with others in the class as they feel liked and secure. In these contexts, I can take risks such as developing new perspectives, as they feel confident and safe in the classroom (Freiberg & Rogers,1994).
developed many theories in cognitive development during his lifetime, which later became known as the Social Development Theory. He believed that social factors and interactions with the community played a vital role in cognitive development. One principal that Vygotsky developed into his theory was the Zone of Proximal Development (ZPD). The concept behind ZPD is that there are developmental differences in a child who can achieve independently and a child can achieve with the guidance and support from a skilled helper. The Zone of Proximal Development is the concept that there are certain skills that are too difficult for a child to accomplish by his/herself, but with the task or skill can be mastered with the guidance from a knowledgeable person. Vygotsky saw the ZPD as the zone where children are most sensitive to instruction and guidance should be given. This would allow the individual child to develop skills that they can eventually use on their own, thus developing cognitive function (Doolittle, 1995).
Over the course of these six weeks I been tested both emotionally, physically and mentally. The teaching profession is very difficult but rewarding. We will be tested in so many ways but the reward is amazing when we see students succeed and grow. I have been super blessed with my school placement over the summer. The school is very great supportive through their coaches and my cooperative teacher. Ms. Glosson my Cooperative teacher is a veteran teaching English in middle school. She has been supportive and always gives me advice. I love how we work together and I like to get her involved in the lesson. I also like to respect her space because it’s her classroom and her space. I love how attentive she is and how she is willing to stand up for us fellows because she knows that we 're going through a lot of pressure.