The Importance Of Cooperative Learning And Learning

This strategy is gained when students learn to reflect and think about their learning. Cooperative learning is a natural way to use the reciprocal teaching strategies, as those strategies are based on having conversations and social interactions. These strategies are beneficial whether working with a whole-class grouping or literature circles.

There are several theories regarding cooperative learning. The earliest and the most well known theory about cooperative learning comes from Vygotsky’s cognitive development, and his zone of proximal development (ZPD) and how cooperative learning and zone of proximal development relate to each other. According to Vygotsky (1978)’s cognitive development theory, children engage in interaction with other children and adults from birth. Children first develop lower mental functions such

Co-teaching is exactly what it sounds like, it is a team of two teachers who use their combined efforts to better the education of their students. We are a team, and as such we will share the

It helps students to share their knowledge with each other for a better understanding of a specific concept. One of the important principles that the cooperative learning theory proposes is heterogeneous grouping, which means that the students within the group vary in their gender, skills, class social, religion and age (Jacobs 4). Another important principle is maximum peer interactions that occur when specifying the number of students working together (Jacobs 4). Collaborative skills is an additional principle that is proposed by this theory, which means that students who work with each other are capable of explaining and giving reasons (Jacobs 4). Also, one of the essential principles is individual accountability, which ensures that every one is and working trying to share their knowledge (Jacobs 5). This theory is applied to the physics worksheet because it is a model for enhancing the cooperative learning

These educators have a direct collaboration and are equal partners in interactive relationships, by planning, teaching and working together as a team. Fenty, McDuffie, and Fisher ( ) explains that co-teaching is a form of collaboration that blends the expertise of all of the stakeholders. To be an active team needs to have equal partners in an interactive classroom where educators jointly plan the

Teachers also received training in this area. The groups, then, participated in grade-level appropriate math units. Students were further encouraged to work cooperatively because individual improvement on assessments also earned team points. Data was collected by audio and video recordings. The research team hypothesized that helping behaviors would be related to achievement. Achievement gain would be used as the dependent variable and would be measured by an ANCOVA test. The team found that there was a significant relationship to students using helping behaviors in cooperative learning groups to academic achievement gain. The only behaviors that did not show significant growth were the giving and receiving of answers without explanation (Nattiv, 1994).

In this course, there were many different student centered strategies that were discussed. One strategy that was exposed was Cooperative learning. Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Cooperation is working together to accomplish shared goals but for me, it is much more than merely arranging students into groups. It is about the development of critical thinking skills, teamwork, positive relations, peer coaching and the establishment of environments where academic accomplishments are valued. With cooperative learning, each member of a team is responsible not only for learning

Several collaborative teaching approaches have proven to be successful to guide educators who work together in co-teaching partnerships to differentiate instruction. The approaches include:

Cooperative learning consist of five basic elements, 1) Positive Interdependence, 2) Face-to-face Interaction, 3) Individual Accountability, 4) Social Skills and 5) Group Processing. Research backs up Marzano’s cooperative learning strategy as a key component of a progressive learning tool. Positive interdependence is the idea that when students are grouped together, they will consciously be held accountable to one another and share in the responsibility of the project. Team members work together with the idea that each member plays a vital role in the achievement of their overall goal due to the obligation to the other members. Face-to-face Interaction involves students working together to teach each other the material. We have found, through various studies that one of the best ways to learn a given material is for each member of the group to teach a section to the rest of the group .Individual Accountability speaks for itself. When a student is held accountable for their portion of the project and is held accountable by their respective peers, they feel obligated to do their part of the project. The fourth part of cooperative learning is, in my opinion, the most important skill learned in this process, the Social Aspect. In the social dynamic of the group, students learn skills that will take them beyond the walls of the educational institution. Social skills will guide students in learning communication skills, decision making, cultural learning, conflict resolution,

What are some of the effective cooperative methods? There are three models of co-teaching in common practice; complementary instruction, team teaching, and supportive learning. Complementary instruction is where a member of the co-teaching team does something to supplement or complement the instruction provided by the other member of the team. The co-teachers share responsibility for teaching the whole class. One takes a lead content role and the other facilitates access to the curriculum. One fall back to look out for in the complementary instruction model is “typecasting” in which the co-teacher delivering content is considered the “expert” or “real” teacher. The next model of co-teaching is the team teaching model. Team teaching is where the members of the team co-teach alongside one another and share responsibility for planning, teaching, and assessing the progress of all students in the class. Both co-

In the class room we can set up many activities to express this learning style. With the social interaction we start to think of many group activities but the catch in this is to have an individual learning process involved as well. Such as in a science fair, having groups of two or three completing one project together. Collecting results and showing the information gathered. Then to challenge the results have each student t complete the experiment on their own.

I believe in a cooperative learning pedagogy where teachers guide students’ education and stimulate them to think critically, analyze complex situations, and problem solve. Learning is a lifelong partnership between both teacher and student. There has to be mutual respect and a common goal to facilitate learning. Therefore, students must agree to take responsibility for their learning in order to engage and teachers must be willing to engage. My role as a teacher is to assist students through evidence-based practice, scholarly inquiry, and research.

Cooperative learning is one of the best studied academic strategies in the history of educational research, with over 1,000 research studies on the subject dating as far back as 1898 (Stanne, Johnson & Johnson, 1999). There are so many studies, in fact, that the most easily to get to point of entry into the literature is meta-analyses of large numbers of studies. The most important piece of information is that cooperative learning models have been established to have an obviously positive impact on student achievement.

Collaborative learning is an instructive way to deal with teaching and learning that involves groups of students working together to tackle an issue, finish a task, or make a product. According to Gerlach (1994), collaborative learning is “based on the idea that learning is a naturally social act in which the participants talk among themselves.” When collaborative learning strategies are utilized to support instruction, students have tendency to be more engaged, retain information better, and have preferable learning results over those of individual learners (McLaren, 2014)

Related Studies. Gokhale, Anuradha A. (1995) conducted a study about Collaborative Learning Enhances Critical Thinking, The idea of Collaborative learning in, the gathering and blending of Students with the end goal of accomplishing a scholastic objective, has been generally inquired about and pushed all through the expert writing. The expression "Collaborative learning" refers to a guideline technique in which Students at different execution levels cooperate in little groupings toward a shared objective. The students are in charge of each other's learning and also on their own. Along these lines, the achievement of one Student causes different Students to be