Justification for A-1, a.
An active strategy employed within the lesson is a partner-oriented coaching method, where two students pair up and one student assumes the role of a ‘coach’ during a single stage in the activity. When moving onto the second stage, the partners swap roles, and continue to swap as they progress through the stages until finishing the activity. During this part of the lesson, the students can explore mitosis more within their partner exercise. According to Rezazee, Moadeb, and Shokrpour (2016), “During group work, group members have opportunities to experience significant skills such as the ability to ask, explain, cite the example and criticize” (p. 681). While the students have the chance to ask questions during the presentation and modeling sections of the lesson, this section engages students with each other. It allows students to expand on the information that was presented to them, and
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While the activity can be conducted in groups of three-to-five, the pairing strategy used in the activity allows for equal retention as the three-to-five grouping strategy if conducted correctly by finding students who will work well together. In a study conducted by Po-Jen, Ming-Chao, Chu-Sing, and Chun-Wei (2012), “this strategy can also help students to have a better understanding of lessons and improve their learning achievement.” (p236). Students who would feel uncomfortable within a larger group can speak more freely if there is a single partner, even more so if it builds off a relationship that is already present. By utilizing social interactions between students, the teacher can create more effective pairs in the classroom. The previous social interactions will encourage the students to speak more freely with each other about the topic, and in turn, promote retention and understanding of the
According to social cognitive theory, people and their environments mutually influence each other (Ormrod, 2011). People learn from the environment they are in, people they interact with, and behaviors they watch. People can learn by observing others and as they become older they can set their goals based on the accomplishments and the results of that learning. The video of the 4th grade, Canoga Park is about learning by observing, listening, and discussing a subject among the class-mates (4th Grade, Canoga Park, n.d.). In the video teacher is trying to teach the students about the importance of printing press. The teacher asked the students to divide in the groups of two called “pair and share” to discuss the views between two students first and then he asks the students to answer in a bigger group setting to assess whether the students learned the subject or not. The purpose of...
Tannen talks about participation in the classroom with men and woman. She says how many men like to participate in class while many woman don’t speak and count how many times participate. Tannen decided to do a classroom experiment with the men and woman she taught. She divided her class into small groups which could be based on ethnicity, gender, and how often they spoke in class. During this experiment she noticed that most of the men and woman participated a little more. She asked her student if they liked small groups more than group discussion which no one said it bothered them. Tannen believes that all of the classrooms should have the small group interaction.
Both lesson plan days include think-pair-share strategies, which permits students to engage with a partner using age-appropriate literacy skills and eventually with the whole class. The students are also given multiple times throughout the lesson to engage as well. By using KWL charts students are also able to share their own experiences with the class and this permits the students to contribute their own individual insights.
The social participation is also influenced by interactions of the person with his/her environment (fougerson, in vik). Therefore, pairing Julia with another girl in the classroom during school activities will provide Julia more opportunities to engage in social interactions with peers. Furthermore, to reduce adult-directed interactions and allow natural opportunities for peer to peer interactions, the teacher will be recommended to use a different table for herself. In addition, during school activities, unless needed or requested by Julia, the teacher is recommended to position herself
One principal of this is to provide options for expression and communication. This lesson plan does a good job of this already by allowing students to think-pair-share then to say the answer aloud to the teacher in a group class setting, as well as allowing students to create a narrative using the graphic organizer on their own. However, Darius “becomes anxious during group activities, has trouble waiting for his turn”, therefore the group classroom discussion and think-pair-share part of these activities may prove challenging for Darius. Therefore the teacher should allow him the option to do this same activity one on one with her before allowing him to do it on his own to eliminate the group setting.
Research conducted by the United States Department of Education (n.d.) shows that when all students are given the opportunity to learn together all students have the ability to form life-long social and cognitive skills that allow them to achieve within the educational
When an organization is looking for new creative ideas, they should ask their employees. The employees of the organization have an in depth look and are more understanding to the needs of the organization because it is where they work and are involved. Managers can call on a group of employees and together, they can come up with solutions for the organization. “Group decision making is a type of participatory process in which multiple individuals acting collectively, analyze problems or situations, consider and evaluate alternative courses of action, and select from among the alternatives a solution or solutions” (Group Decision Making, n.d.,para.1).
Consequently, the nature of what social skills are and the frequent formation of interpersonal relationships in classrooms casts no doubt on the fact that the social-ness and learning strongly correlate. To this end, the vast potential to improve today and tomorrow’s learning conditions need to be addressed by using what is known and researching what is yet to be known about the relationship between social interaction. On the entirety of the matter, to be social is human behavior, and to be social in the classroom is studious
The others who easily catch on can feel held back by those students. Sometimes these students can get very flustered if the other students do not learn the lesson as fast as they do. Grouping these students will let them learn at their own pace and open the child’s mind for more learning. Having fewer kids in these groups will also offer each child more one on one time with the teacher and also help the shy kids to gain enough confidence to speak up and get the help the need. Those other students who already know the material might laugh or get annoyed if another student asks a question that they already know and think the other student should know too. This can be very hurtful to the child asking the question and be conveyed as bullying. Bullying is a very big problem that a lot of schools face. When a child is being bullied learning can be the least of their worries. Ability grouping can help eliminate some of that bullying. By separating these classrooms into smaller groups there is more room for each child to get to know each other and form a bond preventing bullying from
Scarnati, J. T. (2001). Cooperative learning: make groupwork work. New Directions for Teaching and Learning, 67(Fall), 71-82.
In the course itself and in each module students would be provided with opportunities to interact and connect with other students and the instructor. Discussion boards were built into each module to facilitate communication, collaboration, and interactivity. Additional group exercises were developed to further foster the development of collaboration and community building within the course.
The students should be encouraged to form study groups that help them learn from one another. Every individual has a talent that the rest of the people do not have. When the students learn from their fellow students, the urge of wanting to know same as the rest are created and acts as a motivating tool to learning. When teams are set up in grade levels to enhance sharing information on challenges facing them in school, kids tend to be more responsible for their classmate’s situation. This may reduce the damage caused by severe traumatizing situations caused by a misunderstanding of each other’s problems. Some of the challenges may seem to be minor, but can cause major effects on school going
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).
All of the students in your class will be moving around in different patterns and motions with each other every day. This will develop team problem solving skills and important social skills that students need to develop to be successful throughout their lives. With this social aspect in your class you will have your students working harder together and more efficiently.
During my lesson, I used two instructional strategies. I used engagement and then collaborative learning. During my lesson, I didn’t have to correct any behaviors so this lets me know my students were focused on learning and engaged while I was teaching. My lesson was designed to be as engaging as possible and at the end several students said they enjoyed the lesson and they were able to tell me which way to move for one less, one more, ten less, and ten more. The use of collaborative learning promoting a lot of discussion which helped the students learn from others and work together to reach their learning goals. The learning activities used during the lesson were successful in facilitating student learning because the students’ successfully