The Effect of Cooperative Education In Small Groups On Problem Solving Achievement PDF Download
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Author: Joseph A. Miceli
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 86
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Book Description
Cooperative learning is a well-researched topic in education. Founded the idea that students who work together toward a common goal will outperform those who work alone. In Cooperative learning setting students accept responsibility for a particular outcome and share their findings with others. This learning process has many advantages in that it promotes ownership of the subject material on the student while creating 'teachers' of the same students during the compilation phase of the task. In addition to improved learning students engage in meaningful dialogue and while refining interpersonal skills. In this study students learning in a cooperative environment were evaluated against students learning in a traditional setting to ascertain the effects of cooperative learning on individual assessment. Both groups were given a pre-test to ensure similarity before any teaching modifications. For the duration of the study students in both groups engaged in problem solving lessons and completed three individual assessments used for comparison. The results were analyzed using statistical methods to determine if there was a difference in assessment scores of students who completed problem-solving tasks individually and those who completed similar tasks in a cooperative group. The first assessments indicated no significant difference between the groups while the later assessment found that the cooperative learning group was achieving at a higher level.
Author: Joseph A. Miceli
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 86
Get Book Here
Book Description
Cooperative learning is a well-researched topic in education. Founded the idea that students who work together toward a common goal will outperform those who work alone. In Cooperative learning setting students accept responsibility for a particular outcome and share their findings with others. This learning process has many advantages in that it promotes ownership of the subject material on the student while creating 'teachers' of the same students during the compilation phase of the task. In addition to improved learning students engage in meaningful dialogue and while refining interpersonal skills. In this study students learning in a cooperative environment were evaluated against students learning in a traditional setting to ascertain the effects of cooperative learning on individual assessment. Both groups were given a pre-test to ensure similarity before any teaching modifications. For the duration of the study students in both groups engaged in problem solving lessons and completed three individual assessments used for comparison. The results were analyzed using statistical methods to determine if there was a difference in assessment scores of students who completed problem-solving tasks individually and those who completed similar tasks in a cooperative group. The first assessments indicated no significant difference between the groups while the later assessment found that the cooperative learning group was achieving at a higher level.
Author: Robyn M. Gillies
Publisher: Springer Science & Business Media
ISBN: 0387708928
Category : Education
Languages : en
Pages : 277
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Book Description
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.
Author: Adrian Ashman
Publisher: Routledge
ISBN: 1134412193
Category : Education
Languages : en
Pages : 255
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Book Description
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.
Author: Celeste M. Brody
Publisher: SUNY Press
ISBN: 9780791438503
Category : Education
Languages : en
Pages : 348
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Book Description
Describes different forms of professional development for cooperative learning and shows how the use of cooperative learning in professional development is leading to new insights into teaching and professional growth in schools.
Author: David W. Johnson
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Education
Languages : en
Pages : 124
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Book Description
The book is addressed to classroom teachers interested in beginning to use cooperative learning or increasing the quality of their current efforts.
Author: Robert E. Slavin
Publisher: NEA Professional Library
ISBN:
Category : Education
Languages : en
Pages : 38
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Book Description
Author: Kourtney Few Mance
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 162
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Book Description
Author: Sílvio Manuel Brito
Publisher: BoD – Books on Demand
ISBN: 1839622431
Category : Education
Languages : en
Pages : 164
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Book Description
Active learning is now a form of learning that accompanies the knowledge evolution that challenges the learner to promote it, but also encourages him to investigate and become emotionally involved in the task. The great key to obtaining this behavior successfully depends, therefore, on the subject's involvement and ability to undertake, so that active learning becomes emotional entrepreneurial learning that generates new ideas and new forms of knowledge. From memorization, we move on to inquiry, from questioning to constructive participation, from hypostasis to problem-solving, from generalization to critical thinking. When we look at this book, we see real examples, concrete, and senses, from the most important act of human nature: learning!
Author: Robert E. Slavin
Publisher: National Education Association
ISBN:
Category : Education
Languages : en
Pages : 132
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Book Description
This guide describes five types of student team cooperative learning activities: (1) Student Teams-Achievement Divisions; (2) Teams-Games-Tournament; (3) Jigsaw; (4) Team Accelerated Instruction; and (5) Cooperative Integrated Reading and Composition. In Part 1, each technique is described in detail. A review of research finds positive outcomes in the areas of student achievement, integration, mainstreaming, and self-esteem. A practical guide for teachers covers ways to choose a method, assign students to teams, and prepare materials. The recognition of team accomplishments and individual achievement is discussed. Also provided in Part 1 are samples of materials, such as team summary sheets, game score sheets, tournament table assignment sheets, and final team products. Appended to Part 1 are related materials for the teacher's use. Part 2 includes views and research in the area of student team and cooperative learning. The issue of whether cooperative learning will be used in the future is discussed. Other issues considered include cooperative learning and the gifted child, tracking, and several cooperative learning models for particular subjects and grade levels. A synthesis of research on cooperative learning is provided. Appended are 97 references and 79 additional resources. (GLR)
Author: Paul J. Vermette
Publisher: Routledge
ISBN: 1317210743
Category : Education
Languages : en
Pages : 212
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Book Description
Promote cooperative learning more effectively by transforming your classroom into a learning community. Experienced K–12 educators Paul J. Vermette and Cynthia L. Kline offer their Dual Objective Model as a tool for improving your students’ academic achievement and problem-solving skills, while encouraging their social and emotional development. You’ll discover how to: assign meaningful tasks that require students to rely on one another; build efficient teams, purposefully monitor group dynamics, and assess group projects effectively; engage students in schoolwork while developing crucial career and life skills; motivate students to see the importance of personal and group responsibility; maximize the benefits of student diversity in your classroom. Emphasizing teamwork, persistence, communication, self-regulation, and empathy in a complex, diverse, and technological setting, these strategies can be easily incorporated into any curriculum. The book is filled with vignettes and sample exercises to help you apply the ideas to your own classroom. Each chapter includes a list of "Big Ideas," which invites you to consider how these strategies can evolve over time.
