Cooperative Learning in the Classroom

Wendy JolliffeEducation
Cooperative Learning in the Classroom

Author: Wendy Jolliffe

Publisher: SAGE

ISBN: 9781446225110

Category: Education

Page: 144

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'What is cooperative learning? Why should teachers use it in the classroom? What are the benefits? In eight accessible chapters, Wendy Jolliffe, lecturer in primary education at Hull University, outlines the theory and practice of cooperative learning and shows how the "outcomes and aims of Every Child Matters (2004) can be clearly mapped to the advantages of cooperative learning."... A useful resource for teachers, headteachers, trainee teachers and support staff' - Learning and Teaching Update Cooperative Learning is about structuring lesson activities to encourage pupils to work collaboratively in pairs or small groups to support each other to improve their learning. This inclusive approach to teaching is very much in tune with current initiatives such as Every Child Matters and Excellence and Enjoyment and the focus on learning styles. This book is an accessible guide to implementing cooperative learning in the classroom. It includes: " an explanation of the key factors that make cooperative learning work " a step-by-step approach to implementing cooperative learning in the classroom " advice on how to measure the effectiveness of cooperative learning " guidance for using cooperative learning to encourage effective talk " links to supporting children's emotional intelligence " ideas for practical activities " an action plan and programme for whole school professional development The book is an invaluable resource for individual teachers using cooperative learning techniques in classrooms, this book will also be of interest to headteachers, trainee teachers and learning support staff.

Co Operative Learning : A Strategy for Effective Classroom Teaching in Social Science

Dr. U. K. KulkarniEducation
Co Operative Learning : A Strategy for Effective Classroom Teaching in Social Science

Author: Dr. U. K. Kulkarni

Publisher: Idea Publishing

ISBN:

Category: Education

Page: 264

View: 987

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The present book entitled “co-operative learning: a strategy for effective classroom teaching in social science” (An empirical study) has been specially designed to equip the teacher and teacher educators with as much knowledge on all aspects as per recommendations of NPE-1986, NCF-2005and 2011. Education is one of the most important factors in achieving the developmental goals of a country. Social Science is one among those subjects which is an essential element of education. Social Science is a subject which broadens the horizon of an individual and develops various skills and provides opportunity for the professional growth of an individual. Social Science has become a greater value in the present day; Social Science has spread its net on all over the fields of life. Before the days of early printing when books were not easily available, the knowledge was imparted by the teachers from their own store by lecturing and discussion. With the advancement of educational technology and educational research the educationists evolved many teaching skills and techniques, which resulted in effective teaching. The teachers are required to teach in such a way xii that the students should learn better, understand well and also feel interested while learning. The scope of the book has been made broad-based and comprehensive and the approach is practical and functional. Practical approach followed in dealing with topics such as model approach with reference to Cooperative learning model, currents trends in social science teaching-learning process like collaborative learning approach, methodology, analysis and interpretation of data and at the end findings of research along with educational implications of present study are discussed. The author, therefore hope that this book which is very informative for teachers working at secondary schools and teacher-educators. We hope that this book would meet the needs of both the students, teachers and teacher educators and especially would be researchers in the field of education. We look forward to and appreciate suggestions from the intelligentsia to improve the book.

Cooperative Learning

Adrian AshmanEducation
Cooperative Learning

Author: Adrian Ashman

Publisher: Routledge

ISBN: 9781134412198

Category: Education

Page: 255

View: 311

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This book recognizes the importance of cooperative learning, in contrast to the traditional classroom, as an effective approach to learning. Its coverage of the subject ranges across the educational spectrum, from pre-school years to university, and offers a fresh perspective on a topic that has gained increasing interest worldwide. With contributions from an international panel of leading experts in the field, this engaging text succeeds in providing key insights, linking the theories that underpin the study of group dynamics to their practical application in the classroom. It presents a comprehensive overview of this alternative educative approach, illustrating how cooperative learning experiences can promote socialisation and friendships, and facilitate learning. The editors assemble a range of well-researched essays, covering such aspects as: * The importance of teacher and student interaction * Small group, virtual and non-virtual teaching environments * Assessment practices for measuring the outcomes of individual and group progress * The effect of cooperative learning on relationships amongst students with diverse cultural, social and learning needs. Illustrated with practical examples throughout, this book will be a crucial read for teacher educators, educational psychologists, student teachers, academics and researchers who want to realize the significant potential of cooperative learning in all educational settings.

The Teacher's Role in Implementing Cooperative Learning in the Classroom

Robyn M. GilliesEducation
The Teacher's Role in Implementing Cooperative Learning in the Classroom

Author: Robyn M. Gillies

Publisher: Springer Science & Business Media

ISBN: 9780387708928

Category: Education

Page: 267

View: 948

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Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.

The Effectiveness of Co-Operative Learning

Fatema Rupawala
The Effectiveness of Co-Operative Learning

Author: Fatema Rupawala

Publisher: LAP Lambert Academic Publishing

ISBN: 3659207268

Category:

Page: 52

View: 616

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Cooperative learning is an approach to organizing classroom activities into academic and social learning experiences. Aim of the study was to analyze the effectiveness of cooperative learning method in select schools in Bangalore. The study was conducted in two phases. In the first phase a school that practices cooperative learning method as one of its teaching technique was selected. Students were observed and documented during a cooperative learning session. Still pictures and video recording was taken during the session. A semi-structured interview was conducted on two teachers who were specialized in cooperative learning method. In the second phase, a school that does not implement cooperative learning as one of its teaching technique was selected.To study the effectiveness of this method, a cooperative learning session was organized and implemented. Still pictures were taken. A semi structured interview was conducted on two teachers who were specialized in lecture method. The finding show that when this method was implemented observed on both the schools, it was found that cooperative learning was the most effective method as the success was very high compared to lecture metho

Evaluating the Effectiveness of Cooperative Learning in the English as a Second Language Four-year College Classroom

Michael Stephen JenkinsEnglish language
Evaluating the Effectiveness of Cooperative Learning in the English as a Second Language Four-year College Classroom

Author: Michael Stephen Jenkins

Publisher:

ISBN: OCLC:36205101

Category: English language

Page: 406

View: 852

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"The purpose of the present study was to examine the value of cooperative learning approaches. English as a Second Language (ESL) learners show cognitive gains as a result of cooperative learning through creating a more interactive classroom environment, improving test scores and student performance, and enhancing ESL learners' conversational ability by reducing anxiety. Qua1itative action research of college ESL learners (N=13) in the present study resulted in slight cognitive gains and some losses after cooperative treatment. The instructor stated that he had very little previous training and experience in utilizing cooperative learning strategies, and this may have affected the outcome of the present study. Students generally did not work well in cooperative groups, possibly because they had little or no experiences with cooperative learning, although they have had experiences working with peer-writing response groups. They indicated in their answers in a post-evaluative survey that they had a neutral to negative attitude toward the cooperative activity used in the present study. The findings suggest both students and instructors need training if cooperative learning is to be effective. Moreover, further investigations of gender, nationality and group dynamics need to be done in order to determine if cooperative learning strategies are meaningful and effective for teaching ESL learners of differing ethnic, cultural and linguistic backgrounds"--Document.

The Effectiveness of Cooperative Learning NHT at SMP 20 Tangerang

Rahmawati Destiani
The Effectiveness of Cooperative Learning NHT at SMP 20 Tangerang

Author: Rahmawati Destiani

Publisher: LAP Lambert Academic Publishing

ISBN: 3659668427

Category:

Page: 60

View: 651

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The teacher found some constraints in students of understanding English text such as limited vocabulary; the students have lack of stock words, the students who have little knowledge of vocabulary will face some difficulties to understand the written language. When the students have lack of knowledge about the topic, that makes it difficult to conclude the idea of the text, it is hard to understand what the text tells about. This research used experiment design. The writer teaches two different classes at SMP Negeri 20 Tangerang. In collecting data the writer will give reading comprehension test to the students using multiple choice, and questioner in teaching learning using NHT in reading comprehension. The test is given to get the objective data of the students achievement in reading comprehension by using cooperative learning type NHT in Experimental class. This suggests that the use of cooperative learning type NHT is more effective than conventional learning. Based on the those results, it can be concluded that the application of cooperative learning type NHT technique is effective in teaching reading comprehension.