Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. -Barbara Gross Davis, Tools for Teaching The idea that students learn more by doing something than by just watching and listening has been known to teachers and cooperative learning is by its nature an active method. Beyond that, cooperation enhances learning in many ways. Weak students working individually used to give up when they get stuck; while working cooperatively, they keep going. Strong students faced with the task of explaining and clarifying lessons to weaker students often find gaps in their own understanding and …show more content…
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. Results indicate that cooperative learning experiences promote higher achievement and greater maintenance for all students. When students work cooperatively together, they show increased participation in group discussions, demonstrate a more complicated level of discussion, engage in less interruptions when others speak, and provide more intellectually important contributions. By working cooperatively, students develop an understanding of the unity of purpose of the group and the need to help and support each other's learning which, in turn, motivates them to provide information, prompts, reminders, and encouragement to others' requests for help or supposed need …show more content…
He notes that the difference between the more and less effective cooperative-learning classes was that the effective ones stressed group goals and individual accountability. But still Slavin (1996) further argues that "cooperative learning has its greatest effects on student learning when groups are recognized or rewarded based on the individual learning of their group members" (p. 52). On the study of Gillies and Ashman 1996,1998 found that when students worked in groups where they were trained to cooperate, the students demonstrated more on task behavior, gave more detailed explanations and assistance to each other, and obtained higher learning outcomes than their untrained
I think that Reinhart is exactly right when he says that a student should do the explaining and the teacher should be the listener. Although I know that this would be an effective strategy to use in my future classroom, I do think that this technique will be difficult to master. Being able to ask open-ended questions, process questions, and have patience to wait for a student to raise their hand and answer those difficult ones would probably be the hardest techniques for me to master. Although I know that it would come through consistent implementation and practice. Reinhart explains that through this technique, the teacher and the student must reverse the roles of the typical classroom; the teacher must become the listener and the student must become the explainer.
In such an environment, children would be taught collaborative thinking is more important than they might think because it helps everyone succeed together, which helps the individual as
One strategy that reinforces learning through collaboration is team teaching. In the classroom both teachers are positioned at the front of the classroom with different responsibilities. For example, one teacher may write notes, while the other delivers large group instruction. Through team teaching, both educators can bounce ideas off one another or show students two different methods of solving a problem. This strategy is most effective in a coteaching partnership emphasizing give and take.
One of my classes my first at NC State demonstrated this. In COS 100 there is a semester long group project. Having partners who care about their education was a welcome change of pace from previous experience and made the experience enjoyable. I experienced a similar situation in CH 101. Additionally, COS 100 makes the case that working together and communicating is the best way to advance the sciences.
The purpose of group learning and development is to ensure that all learning styles are catered for and the ultimate goal of sharing knowledge is achieved. When using a group to deliver something new each individual can call on a fellow participant to confirm understanding. 1.2 Explain why delivery of learning and development must reflect group dynamics When delivering to a group it is important to consider, what is the normal behaviour within the group? Who plays what role?
From all the diverse backgrounds, learning styles and needs in the program, there were many obstacles that I had to overcome to create a lesson that would
Explaining and clarifying is a very important strategy, especially for children who struggle to understand. Teaching assistant can teach the students to clarify by focusing their attention on reasons why the text is difficult; to understand and to notice when they don’t understand; to clarify parts of the text which have confused them; to monitor their comprehension as they read, and to correct it when needed. Students should notice when they don’t understand the text; they can’t read a word, or don’t understand a word; they can’t figure out how the text is set up. Teaching assistant can teach students to use fix-up strategies to fix the problem when they don’t understand the text; to think about what they know; to stop and think about what they have already read; to reread.
Cooperative learning model is an active process where students work in small teams/groups, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Students have opportunities to actively participate in their learning, question and challenge each other, share and discuss their ideas, and adopt their learning. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. In this model, it is essential to create a positive climate where interpersonal skills can be promoted so that positive emotions will be fostered among learners. Cooperative learning also helps the learners to feel empowered and respected to prepare them to face real
The teachers are storing information into their student’s minds. The students are expected to memorize what they are being told and can recall when they are asked to. Student’s don’t argue or question what they are being told, they just
My Classroom Environment Ideally, my classroom would be a strong community of interactive learners. I would like to use cooperative learning to engage students at various academic levels. This would also give me the opportunity to employ direct teaching for those students that need it while others work in groups. Groups also allows me to use peer tutoring and help build an inclusive classroom by integrating groups (Hallahan et al., 2012).
According to Dr. Banerjee (2015) students gives more ideas about the task assigned to them in collaborative learning process. Each student has a very important role in having a collaborative work. Learning is what students “do” and not what they “get” as passive receivers. The teachers are the facilitators of the students and not the “giver” of knowledge. Through this process the students learn not by being fed the information, but rather giving their own insights on a certain topic as well as the insight of others.
[47] argue that students report increased team skills as a result of cooperative learning. This is as Panitz [48] cites a number of benefits of cooperative learning for developing the interpersonal skills required for effective teamwork. As observed, there is broad empirical support for the central premise of cooperative learning, that cooperation is more effective than competition for promoting a range of positive learning outcomes. These results include enhanced academic achievement and a number of attitudinal outcomes. In addition, cooperative learning provides a natural environment in which to enhance interpersonal skills and there are rational arguments and evidence to show the effectiveness of cooperation in this
Professional reflection As I began my field experience journey, I learned many roles and responsibilities as elementary teacher. My duration in the field was nine weeks. I began training at E. R. Dickson. I developed a great working relationship with the staff and parents in the community. I always knew teaching is my passion.
Some of these concerns have been explored and articulated by such as Shirley Grundy, who sees it as overly dependent on “cultivation of wisdom and meaning-making in the classroom” and as a result the actual capability of students to “make sense” of subject matter and the world around them, can be
It is one of the most effective forms of learning. Working in isolation is very restrictive and gives a slow progress. Critical thinking is also encouraged when learners work in groups. Through collaborative activities such as writing, debates, group projects and more they learn to work together and to respect each other contribution. The traditional relationship between student and teacher is changed with collaborative learning.