Importance Of Structured Team Learning

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2.5.1 STRUCTURED TEAM LEARNING Structured Team Learning involves rewarding teams. It involves the learning progress of all members who are characterised by individual accountability that means that the success of a team depends on individual learning. It included some methods such as: STAD, TGT, and CIRC. 2.5.1.1 STAD STAD or Student Team-Achievement Division is more appropriate for teaching mathematical applications, language usage, and geography and map skills. STAD according to Slavin consist of 4 steps: a) Whole class presentation Materials are presented by the teacher with the help of technology and are used questioning techniques as in any other teaching methods. b) Group discussion There are formed heterogeneous teams of four students. Those teams are based on students’ level, performance and ability to study and to do the worksheets. Students work with their team by questioning and giving explanations for the lesson. c) Test After the group discussion students take individual tests on the material but they cannot help each other. Also there are used quizzes as multiple-choice questions. d) Group recognition The group with the highest average score receives a group reward. 2.5.1.2 TGT Teams-Games-Tournament is another method in which the teacher uses the same presentations as in STAD. The difference between STAD and TGT is that instead of the test that we have in STAD we have a weekly tournament game, which doesn’t use the system of scores. TGT has four steps: A. Whole-class presentation same as that in STAD B. Group discussion same as that in STAD C. Tournament After the 2 processes are finished students are appointed to different tournament tables. All players take turn to ask and answer each other. If a student answe... ... middle of paper ... ..., proper, legendary, correct etc. Traditional learning means that every student will work independently after every explanation, discussion or classroom instructions. Classrooms using traditional methods are teacher-centred. According to Cohen, this method doesn’t promote the learning of all the class but only 25-50 % of the students may listen to the teacher in a given time. Some important aspects of the traditional methods are repetitive practice, memorizing grammar rules, mechanical drills etc. The teacher is viewed as the source of all knowledge, as the organiser and the controller of the class, and as the evaluator of the students’ performance. On table nr.1 there is a comparison between Cooperative learning and Traditional learning in which is it shown some important aspects of traditional learning groups and how it differs from cooperative learning groups.
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