Example Of Cooperative Learning

7-Cooperative Learning

Cooperative learning is an instruction method that requires students working in groups, usually to fulfill a specific task in addition to that it can help students develop leading skills. There was an argument about involving gifted students with regular ones. However, this strategy is significant. Students’ achievement can be increased to 27% through cooperative learning. On condition that these groups are kept small as small groups give better results than bigger ones. Cooperative learning creates motivation and support at students. It also let students learn from each other, give feedback and work as teachers. It creates positive friendly cooperative interrelationship as well as interdependence between them. They

Effort is connected with achievement. Creating the importance of trying hard at students is the core of learning and cognition. The more they do effort, the better. Additionally, students should be taught when to recognize they made a progress or reached a certain achievement. (Dean, et. al, 2012. On asking students to do a piece of writing, teachers can show them a (Thanks Sign) when I recognize they did what they ought to do, as shown in figure 3. Effective teachers are those who create engagement at students inside the classroom and do their best to make learning happen. On the other hand, Marzano’s strategies have been accused of generalization. In other words, to focus on a limited set of strategies is a serious mistake (Robert, 2009). Teachers who aspire to be effectives ones have to mix between instruction, management, assessment and

However, some parents are too busy to share and could spoil the strategy.

10-Cues, Questions, and Advance Organizers

Cues, questions, and advance organizers help students use what they already know about a topic to enhance further learning. Research shows that these tools should be highly analytical, should focus on what is important, and are most effective when presented before a learning experience. Applications: * Pause briefly after asking a question. Doing so will increase the depth of your students' answers. * Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image. There are many ways to expose students to information before they "learn" it.

Like any other educational strategies, Marzano’s have experienced criticism. Teachers, supervisors and administrators can have Marzano’s strategies as a feedback or their performance. Teachers who struggle can use these strategies to support their effective