The cooperative learning model requires student cooperation in its task and goal. The lessons are created in a way that students must cooperate in order to achieve the learning objectives. The effects of cooperative learning activities have been positive for increased academic achievement in recent studies conducted in different students. In the effects of cooperative learning on academic achievement researchers have repeatedly examined cooperative and individualistic instruction. Other studies have evaluated the effects of cooperative and individualistic learning experiences by comparing achievement on academics of different students.
Students love thinking they have goals. The benefits of having a goal oriented objectives in a classroom could allow people to matriculate easier into a learning environment that makes them happy. In a classroom, there are many ways to incorporate a routine into a student’s daily schedule that elicits the kind of learning outcomes that can make this possible. Positive interactions between student and teacher can be observable if there is understanding, respect, and recognition. Goals made by students and teachers to achieve this developmental interaction determines the productivity present within every objective.
So, they acquire more confident expressing their views and they enjoy being challenged. In other words, makes them cooperate with members of the opposite-sex because collaboration between the sexes in the classroom helps develop confidence in students so that they feel comfortable sharing their ideas and opinions in any situation. Moreover, learning in co-education schools provide appealing surroundings to both sexes; it will increase the boldness level of both sexes. The study with the opposite gender plays a crucial role in character of scholars. Plus, kids spend their youth within the classroom expansion skills which will relief they preserve relationships of their lives.
different backgrounds, life experiences, thoughts, learning styles, and the interactions among them are multi-dimensions. Maria and Pavlou (2008) in their study showed that mixed-ability classes provided students access to more learning opportunities. Johnson and Johnson (1987) recommended that assigning students of different abilities in the same group could maximize the strength of each group. Such ability variety within the same group creates an effective learning environment and provides learning opportunities for low-level students as well as opportunities to more advance students. For instance, when learners with learning problem are grouped with highly gifted learners, they will be motivated to learn as they will not only be learning from their teacher.
Learning occurs in different ways. The traditional method is still observed in the learning areas where learners are fond of listening and note- taking. This method then produces passive and incompetent learners. Project based learning, on the other hand, inspires learners to appreciate and develop an interest about the subject. Some researchers suggested that learners learn better if they are more interested about the subject and when they are directly involved in the learning process.
There visions statement is to maximize learning for all students and staff. Through personalized learning experiences, student-centered environments, and real-world opportunities, individuals are challenged to positively impact the global community. I think that both of these statements reflect what I believe that a good teacher does. I believe in doing all of those same things to maximize student learning. I think that when teachers are passionate and enthusiastic about what they are teaching, it will engage, inspire, and empower students.
From the overall field note especially in the development stage, they have showed a large interest in the activity conducted by the teacher. All of them are more focus in the group discussions facilitate by the teacher. All of them are actively involved in the activity. This shows that the student engagement in the PBL approach has improve compare to the traditional approach conducted in the first lesson. During the PBL interview, most of them enjoyed the lesson and prefer the lesson to be conducted in PBL style.
Motivated children are more enthusiastic to learn and participate. Simply put: Teaching with a class full of students who are motivated is delightful for teacher and students alike. Some children are self motivated, with a good love of learning. But even with children who do not have their own drive, a great teacher can make learning fun and motivate them to reach their full prospective.
Some elements within cooperative learning are group work, in which each member is encouraged to participate in the activities. Also, positive interdependence, the group has a common goal and each member is significant for the group. Cooperative learning activities “can foster active participation, a sense of community, emotional support, and provide more opportunities for students to use the target language“(p. 57). I personally believe that a good teacher-student relationship is also important and helpful to reduce anxiety in the classroom. Having fun, making jokes while studying could make students feel comfortable and at ease in the class.
It allows learners to convey their own experience to the learning process and increase active learning. It encourages creativity, stimulates discussion, and has been shown to develop confidence and performance. In addition, small group promote and assists students in developing such transferable skills as teamwork, communication, collaboration, and leadership (National Association of EMS Educators, 2005). As Van Boxtel, et al. (2000) explain, collaborative learning activities allow students to endow with explanations of their understanding, which can help students elaborate and reorganize their knowledge.