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Proposal of cooperative learning
Improving social skills through the use of cooperative learning. Online Submission, Retrieved August 1, 2009 from ERIC database
Research studies about cooperative learning
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Cooperative learning and teaching is teaching and learning method which involves collaboration with group members whereas cooperative teaching method is effective in acquire problem-solving skills, critical thinking skills and creativity.
Literature review on cooperative learning was studied with various purposes such as teacher’s belief and intentions on application of cooperative learning, based on student color classification, based on heterogeneous and homogeneous groups, effect on passive learning environment, identification of dysfunctional teams, and advantage of cooperative learning over traditional method. Effect of cooperative learning on student’s academic achievement, enhance social, cooperative skills and thinking styles.
Authors
Student academic improvement can be associated if computer based instruction are provided for high and low achievers and identify dysfunctional teams in an early stage which are measured in reliable and efficient manner. Majority of authors have expressed advantage of cooperative learning and method over traditional learning and method. Some of the authors have reported advantage of cooperative learning based on social and cooperative skills, improving cognitive domain and group creativity skills.
Review of literature for cooperative learning by various authors on different methods analyze the results indicate that statistical approach has been the most common method and secondly pretest/posttest, Heterogeneous and Homogeneous grouping, Development method, Questionnaire, Quasi-experimental nonequaivalent control group design, Paired or individual treatment group and Randomized block
Most of authors have stated that cooperative learning was beneficial to students in terms of improving academic achievement, developing social and cooperative skills, improving attitudes towards group working; low achievers can be improved in their academic performance if they are in heterogeneous group. Dysfunctional index is a measure to assess student achievement within a cooperative grouping.
Review of literature on cooperative learning and method provided relevance to current research topic and also application to real life situation. Relevance came from various authors regarding advantage of cooperative learning method over traditional method in terms of student academic achievement particularly low achieving student’s ability. Cooperative learning has several advantages such as increase in problem solving, development of social and cooperative skills which student may lack when they go out in job and critical thinking
In order for effective cooperative learning to occur five essential elements are needed; positive interdependence, face-to-face interactions, individual accountability, social skills and group processing. (Johnson, 1999, p. 70-71). Social skills being the foundation to achieving all other elements required, without this set of skills the individual learner will find it difficult to cooperate with others. Thompson (1996) “social skills are paramount to applying cooperative learning to academic tasks” (p. 84).
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.
When teaching my class, one of the techniques I will use which comes from Vygotsky is cooperative learning (Slavin, 2012). Cooperative learning will help me to teach in the children’s zone of proximal development. The zone of proximal development is the point where a child cannot yet accomplish a task alone, but with support from more competent peers or adults (Slavin, 2012). This is a very significant subject for me to accomplish in my classroom. I don’t want to teach a student information they already know, or subject matter that is too implausible. For me to stay in their ZPD is one task I will complete while
I recently took a course on cooperative discipline and found that many of my own beliefs and practices involving discipline in the classroom were validated and reinforced throughout the class. Students do choose how they will behave and the best way (maybe even the easiest way) to get them to make the right choices in the classroom is to foster a feeling of mutual respect and to give them a sense of responsibility or classroom ownership. Kids want discipline, or maybe to put it differently they want structure and predictability. And the nice thing about Linda Albert’s cooperative discipline model is that it gives the students exactly what they need. But what are our responsibilities? Linda Albert tells us that “the ultimate goal of student behavior is to fulfill a need to belong”, so it is our job to fill that need by helping the student to feel capable, connected, and able to contribute (in a positive way) to the group.
Slavin, R.(1980). Cooperative Learning. Review of Educational Research, 50(2), 315-342. Retrieved May 8, 2014 from the Wilson Web database.
This cooperative learning activity typically involves something having to do with science. Project-based learning, “Involve students working in self-chosen groups. Each group may work on its own task, which may also be self-chosen. The group’s task will be to produce a product that represents the groups learning,” (Slavin 202). These features reflect constructivism because the constructivists approach in science, “Discovery, group work, and conceptual change,” (Slavin 197). In the example given above, the students are able to choose their own group, the task that they want to research, all based on science material. It somewhat relates to the concept-reading instruction that is involved in
Once the student asks for help, Kiara and Jocelyn are required to step in and take the role of teacher and assist the student to conquer their setback. In doing so, the student who once failed now realizes that they can over achieve and overcome any situation they get put through due to Kiara and Jocelyn being caring mentors. Therefore, teaching cooperative skills becomes an important essential for academic learning because achievement improves as students become more effective in learning from each
Johnson and Johnson (1995) research concludes that cooperative learning consistently produce higher self-efficiency scores and they learn to work as a team. According to Vygostsky (1977) collaboration promotes cognitive growth as pupil’s model advance way of thinking from each
Rosini B. A. (2010). The Effects of Cooperative Learning Methods on Achievement, Retention, and Attitudes of Home Economics Students in North Carolina. Journal of Vocational and Technical Education. Volume 13, (2) 33-67.
Like dissecting an organism, students get a closer look into specific topics through collaborative learning. Each question, each discussion, each idea breaks through the surface layer of their subject, cutting right to the core of the matter. In doing this, students dive deeper into the heart of real world issues; using and developing critical thinking skills that help them formulate questions and find answers. Instead of a teacher just telling their students the answer to a question, they leave the students to discover the answers on their own. Collaborative learning engages the mind in the topic at hand, letting the students get hands-on experience with real problems and allowing them to find their own
Collaborative learning is a situation where two or more people attempt to learn something together. Dillenbourg, P. (1999). Lev Semenovich Vygotsky, (born in 1986), introduced his theory that, human development—child development as well as the development of all human kind—is the result of interactions between people and their social environments. What this states is that the development of a “higher education” is the product of comparing and contrasting ideas of others ultimately to conclude a solution to a problem as a whole or group. Everyone’s input in a collaborative situation will play a role in final solution.
In today’s classroom the emphasis is no longer on teacher-directed instructed; it is on student-centered learning. Another important aspect of the classroom is the integration of technology to enhance student learning. Research over both is significantly increasing, which makes understanding the positive outcomes of implementing the two strategies imperative for educators. As most educators are aware, the key element to a pupil’s success lies in their motivation to achieve goals and be successful pupils; therefore by combining both student-centered learning strategies, such as cooperative learning and technology integration, student learning can be positively impacted.
Proponents claim that learners’ academic achievement can be significantly improved with the effectiveness of use of collaborative learning. The active exchange of ideas within small groups increases interest among learners and also promotes critical thinking and deeper levels of understanding of concepts (Benware & Deci, 1984). According to Johnson & Johnson (1986), there is convincing evidence that collaborative teams achieve high level of thoughts and retain information longer than learners who work as individuals. The shared learning gives learners an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, & Russ, 1991).
Scarnati, J. T. (2001). Cooperative learning: make groupwork work. New Directions for Teaching and Learning, 67(Fall), 71-82.
The application of collaborative learning strategies is a process in which two or more students work together. Collaborative strategies will be used in planning, translating and reviewing the education process to form student learning through group-oriented activities. This source will also be useful in lesson planning to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction; how positive interdependence of collaborative learning leads to common responsibility; how collaborative learning builds students’ self-esteem, and confidence in students. This application recommends that collaborative learning strategies can be implemented with Jig-saw technique as well as in learning technology which can be accessible to all participants working in cooperative groups (Iqbal, Kousar, and Ajmal, 2011).