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.
The most important is the student’s instructional level or Zone of Proximal Development. There is a fine line between independent, instructional, and frustration level. Lessons should be differentiated so that all students are challenged. To meet the needs of all students, it may be necessary to collaborate with the special education teachers and the ESOL teachers. Teachers should be facilitators of student learning.
van Oostveen, R. (2014). Syllabus for EDUC 5101G Learning With Technology. Retrieved from Blackboard EDUC5101G Course Web Site: https://uoit.blackboard.com/bbcswebdav/pid-464061-dt-content-rid-2012785_1/courses/20140172557.201401/EDUC5101_course_outline2014_v2.pdf
...d if one studies the history of educational methods, one finds that every traditionalist theorist advocates hands-on methods where they lead to good results.” (Traditional Education is Progressive p.43)
Each team should respond in paragraph form to the questions that follow the scenarios presented below. Any disagreements or complications that occur within the team regarding the correct response should be noted in the Learning Team Reflection Worksheet for the week.
Working as an Instructional Technology Specialist for the past seven years has provided many opportunities to observe teachers and students in a classroom setting. During this time teachers have been in the process of phasing in a new standards-based curriculum with an emphasis on student mastery of these standards. New technology tools have also been incorporated in many classrooms including studen...
Upon completion of these assessments, the work place team is then formed, acquiring team members based upon the needs of the project, mission or goal of the team. The team then proceeds to learn about each other. In learning about one another, individual learning styles must be identified to gain an understanding of how to maximize team performance by capitalizing on team members' strengths via learning styl...
"Teaching Games for Understanding ." Teaching Games for Understanding . N.p.. Web. 16 Sep 2013. .
A team can be defined as a small number of people with complementary skills who are committed to a common purpose, performing goals, and approach for which they hold themselves mutually accountable (Katzenbach & Smith, The Wisdom of Teams 2015). A team can also be defined as a group in which members work together intensively to achieve a common group goal (Lewis-McClear & Taylor 1998). According to the class lecture, teams can improve competitiveness, improve productivity, improve quality, provide backup for key skills, enhance
The five disciplines are: team learning, building shared vision, mental models, personal mastery, and systems thinking. Team learning is the proficiency of a group of people to halt their theories and assumptions and freely think together. That involves dialogue in the true meaning of the word, as a flow of meaning. It means going beyond personal defensiveness and presenting ideas openly, even when one is going out on a limb. Building shared vision means members of a group truly share their pictures of the future, if they are excited about what they are creating together, then they will act out of inner motivation an...
Working in teams provides an opportunity for individuals to come together and establish a rapport towards others within a group. Teamwork is classified as people with different strengths and skills who work together to achieve a common goal. When a team works well, specific objectives are fulfilled and satisfied. Teamwork plays a crucial role in implementing and fulfilling a common goal in a team project. Each member plays a role and takes on different responsibilities combined together. In different stages of teamwork, conflicts and arguments may occur for as members have different standpoints which need to be harmonized within the team. The key to having an effective teamwork is to explore each member's unique abilities to motivate them.
Set up cycles of school-wide inquiry into learning and teaching performance. Allow for optimal times for group members get together and discuss projects one on one.
Some ways in implementing effective teamwork is by giving the power to make decisions. Giving the team the power to make decisions is a great motivation for effective teamwork and to bring about radical change (p.2). Share clearly defined team objectives: when a team shares and gets feedback from one another their performance and overall effectiveness improves (p.3). Promote efficient team meetings: by having team meetings and using status reports makes a more productive meeting. The status reports helps with the meeting because the report is going to state what already has happened and what needs to be done (p.3). Make individual progress visible to the whole team: In order for the team to make effective progress in the workplace they need to make each individual team member work available to be seen (p.3). Make it fun by melting the ice: Working in a team should be fun and inspiring, not an obligation. A great strategy is having fun and humor that promotes effective teamwork in the workplace. Trying actives like ice breaker to boost the team spirits and bring about positive attitudes is good for the team
Posing questions on materials covered and the quality of materials selected can create the desired environment for students to thrive. I want to inspire my students to think outside the box and to ask questions. Society needs thinkers not robots. The classroom plays an important part in aiding the growth of an individual. It is my duty as a teacher to impart knowledge because ideas have a way of changing lives. Examining and discussing ideas with students allows them to move to a new level of understanding, so that ultimately, they may be transformed.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
Teamwork is defined as, “the process of working collaboratively with a group of people in order to achieve a goal.” (Business Dictionary, n.d.) Ultimately, it provides us with a sense of accomplishment and a feeling of unity amongst each other. It allows us to create healthy relationships, and bond further with our peers, and generally, it’s a necessity for our lives. Teamwork aids us with developing imperative life lessons and skills. It also helps us gain a new perspective, and discover our strengths and weaknesses. Personally, I believe that I work well in a team, and I possess the skills of a good leader. Regardless, some individuals