In the last couple of decades there has been an increasing awareness of and focus on co-operative learning in classrooms, this focus has had both positive and negative effects on the students involved in it. Co-operative learning is a technique that involves students forming small groups and working together towards a common goal e.g. completing a specific task (Bainbridge, C. 2010). Co-operative learning is a social issue because it has a very different effect on gifted and high achieving students, than it does on lower and middle achieving students, and a lot of teachers do not realize this when they include co-operative learning in their teaching.
I decided to investigate co-operative learning (CL) for two main reasons, firstly because after reflecting back on my own school experiences I found the best memories I have of school were from my first Primary school in Rotorua where I had a beginning teacher who did a lot of CL activities with us and made the topic we studied more relevant to us by making it a more real thing. The topic we studied was Ancient Egypt and some of our group tasks were to make a mummy, re-create the landscape of a section of Ancient Egypt, and other things which were ‘hands on’ practical tasks, but required some research beforehand, planning, and a lot of co-operation between group members. In the process of completing those tasks we learnt how to function as a group, learnt about our topics and also how to do things like make nets for pyramids and apply bandages. Mr D (our teacher) also linked our topic to other areas of his teaching, such as music, classroom management and a rewards system involving a ‘Pharaoh for the day’ status, all of these made that year my most memorable one. If I compare my expe...
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...h level students in same ability groups. This would give the high level students opportunities to extend themselves, while also allowing them to help students who may be struggling at times.
Works Cited
Bainbridge, C.(2010) Co operative Learning. Retrieved March 25, 2010 from http://giftedkids.about.com/od/glossary/g/coop_learning.htm
Gillies, R., Ashman, A.(2003) Co-operative learning: The social and intellectual outcomes of learning in groups
Johnson, D., Johnson, R.& Holubec, E. (1998). Cooperation in the classroom. Boston: Allyn and Bacon.
Thomson, C. (2000) Co-operative learning : what it has to offer New Zealand teachers Research information for teachers ; no.3 (p. 38-41)
Johnson, T. & Johnson, R.(n.d.) Cooperative learning, values, and culturally plural classrooms. Retrieved March 28, 2010 from http://www.co-operation.org/pages/CLandD.html#hist
Throughout Kate Chopin’s The Awakening, Edna Pontellier, the main protagonist, experiences multiple awakenings—the process in which Edna becomes aware of her life and the constraints place on it—through her struggles with interior emotional issues regarding her true identity: the confines of marriage vs. her yearning for intense passion and true love. As Edna begins to experience these awakenings she becomes enlightened of who she truly and of what she wants. As a result, Edna breaks away from what society deems acceptable and becomes awakened to the flaws of the many rules and expected behavior that are considered norms of the time. One could argue that Kate Chopin’s purpose in writing about Edna’s inner struggles and enlightenment was to
Learning in groups has historical roots in adult education and many adult educators use group learning as an element of their programs (ibid.). Recently, a form of group learning—cohorts—has emerged as an attractive option for administrators, instructors, and participants alike (Fahy 2002). Cohorts are usually defined as groups of students who enroll at the same time and go through a program by taking the same courses at the same time, a process that is sometimes referred to as lock step (e.g., Chairs et al. 2002; Reynolds and Hebert 1998). A cohort is much more than a structure, however (Norris and Barnett 1994). It is "a tight-knit, reliable, common-purpose group" (Drago-Severson et al. 2001, p. 15) that has foundations in group dynamics, adult development, and adult learning theory (ibid.; Nesbit 2001; Norris and Barnett 1994). This Brief highlights findings from research and theory on adult learning cohorts to examine how cohorts are structured or formed and the experience of the learning process within cohorts. Recommendations for practice are provided.
The comparison of Edna’s friends, Adéle Ratignolle and Mademoiselle Reisz, controls how Edna views herself as a woman. While both friends want the best for Edna, they have opposing views on the role women should play in society. Adéle is the conformed motherly figure, while Mme. Reisz is the single artist who would not dare conform to what society expects of her. Though they are different, Edna looks up to both of these women. Literary critic Carole Stone states, “Certainly this describes Edna’s situation as she seeks out her two contrasting women friends for validation, Mme. Reisz and Adéle Ratignolle.” The two women inspire Edna to think and speak about things she would never have thought before her awakening. Adéle brings out Edna’s inner feelings and thoughts, while at the same time, reminds her of the pains of childbirth and motherly duties. She shows Edna how a woman can put aside her feelings of passion and artistry through motherhood. Chopin writes, “She was keeping up her music on account of
By including a group of students from a lower level class (preferably 1 grade level lower), in an upper level class, both students would benefit. The upper level students would benefit by working with a lower level student and mentoring/tutoring them in their (the upper level) subject. The lower level students would gain extra knowledge, which they would normally learn in their next year of school. Along with getting a leg up on the next year of school, the lower level students would be exposed to different teaching techniques when the teacher of the upper level class was teaching his or her lesson.
During this semester, I had the opportunity of working with a class of 2nd Graders in the Long Beach area. Even though in my last two serve rotations I was exposed to students from different linguistically and cultural backgrounds, this year I had the opportunity of truly experiencing multicultural diversity in the classroom. Since Jane Addams is located in the ghetto area of Long beach, the majority of the students are the so called minorities. Mrs. Chavarria classroom represented pluralism and world cultures; in her classroom there were Filipinos Samoans, African Americans, Latinos a couple of white kids, and a Hispanic/Chinese boy. This last serve rotation gave me the opportunity to experience my mentor teacher's pedagogical approaches which engage cultural multiplicity in many effective ways. My mentor teacher as expressed earlier in my journals has been teaching for the last thirteen years and has been open to learn about new concepts and ideas central to addressing cultural pluralism in the core curriculum and have tested some practices that have proved to be useful. Some of th...
Convertino, C., Levinson, B. A., & González, N. (2013). Culture, teaching, and learning. In J. A. Banks & C. M. McGee Banks (Eds.). Multicultural Education: Issues and Perspectives (pp. 25-41). Hoboken, NJ: John Wiley and Sons.
The main question Chopin ponders in this novel is can a woman have both a marriage and children while fulfilling an independent life. Although the ending is not a very happy one, it shows the process of a woman struggling for self-survival. The Awakening shows Edna at the mercy of a devoted husband, a hot climate, a Creole lifestyle, and the restricted expectations of a particular class of Louisiana women.
Education 2120 Discussion Post #2 Claim: Dr. Banks’ five dimensions of multicultural education assists teachers by giving them an understanding of different cultures present in a classroom, allowing them to broaden content material to attribute to student success, and enabling them to make the school culture more accepting of diversity. Evidence: In a publication released by the American Educational Research Association written by James A. Banks in 1993 titled “Multicultural Education: Historical Development, Dimensions, and Practices”, content integration is defined as the first dimension of multicultural education (5). Although this is only the first dimension of achieving acceptance of diversity in schools, it is an essential method
Numerous life lessons and skills come from learning. A main lesson that is applicable in all life situations is social skills. This can range from communication and collaboration to building and sticking to personal opinions. These skills are often learned through group work, and many students don’t even realize they are acquiring these skills. Students also learn how hard work pays off, or the consequences of not doing work or procrastinating.
Mathews, M. (1992). Gifted Students Talk About Cooperative Learning. Educational Leadership, 50. Retrieved March 10, 2003, from http://www.ascd.org/readingroom/edlead/92101mathews.html.
The Awakening by Kate Chopin contradicts the popular nineteenth century image of the ideal southern woman as the main character, Edna Pontellier, gradually realizes her dissatisfaction with her life and discovers she was meant to live for something more. This kind of thinking was unheard of during this time period, and the novel soon raised significant controversy and was “banned from the [libraries’] shelves in response to negative and damning reviews” (Dyer 19). The novel redefines femininity by showing that women do not have to be limited by domesticity or submission.
Building self-esteem, enhancing student satisfaction with the learning experience, and promoting a positive attitude toward the subject matter are all benefits of collaborative learning. A higher degree of accomplishment takes place as a group because you essentially are a team. An example of this is a sports team. In a collaborative situation it takes every member to do his or her part in order for a situation to have a greater resolution; as where a sports team needs everybody’s individual talent to win a game. In retrospect, as a group; the contributions of our own talents can make the difference between a “win or Lose situation” it gives you a sense of competition, and knowing that you can win as a group; self esteem in one’s self is accentuated. Johnson and Johnson (1989), Slavin (1967). Another benefit to collaborative learning is based on the members of your group. Every individual in the group demonstrates their own input based on where they were born, what nationality they are so on and so on. The benefit of this is that you get a different perspective on things rather than always knowing what you know. You can take information from other cultures and add or apply it to what you already know.
...I believe through the use of critical thinking, communication with students and parents and showing the creative side of learning the collaboration within colleague would be enhanced. I know from my prior experience within the classroom as a substitute that without some collaboration the students are at a disadvantage. One memory stands out the most when collaboration is mention is when I was subbing for a ECE Teacher in a regular learning classroom, while the teacher was giving the rest of the students their assignments I was working one on one with a ECE student that needed the extra help in order to fulfill their task. The teacher and I collaborated on the questions that the student had left to complete before moving on to their homework. Through the use of collaboration the student was able to complete their task and be on the same task as the rest of the class.
Parrish, Patrick, and Jennifer A. Linder-VanBerschot. “Addressing the Challenges of MulticulturalInstruction.” Cultural Dimensions of Learning 11.2 (2010): 10 pgs. Web. 8 June 2015.
Furthermore, the collaborative learning aspect of the strategy has encouraged and aided positive social interaction between students in a classroom by including traditional instructional strategies along with peer tutoring strategies. Additionally, the instructors have utilized the ability differences inherent in an inclusive classroom, have promoted, and have improved accessible and successful learning for all. Bottom line, this is what everybody wants is the student to excel and improve his or her skills to master the course and graduate, and be able to move on to a higher institution of education such as a Community