Cooperative Learning : A Key Component Of A Progressive Learning Tool

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

If a student is in a bad mood or is not feeling well they are likely to not meet the cooperative learning standards. A point system will be created and used to quantify the elements. This is intended to account for students’ development regarding working in groups. Accordingly, there are several characteristics that students will be expected to display.

(Woolfolk, 2013) talks about Cooperative learning, which is learning by working and talking to others. This allows participants to engage in discussion, elaborate, question and expand on their knowledge with each other. This can take place within group work, paired work and between teacher and pupil. Vygotsky’s theory suggest that for learning to be successful during social interaction; reasoning, comprehension, critical thinking takes place and then is internalised. Cooperative learning provides the purposes for scaffolding to take place to help advance learning. (Woolfolk,

Collaborative learning stems from the theory of Vygotsky’s conception of Zone of proximal development. The thought is that children learn best with “help and guidance” (Ormrod, 2012). In transitioning this zone to a collaborative learning experience, children work with their peers in broadening their learning experience, allowing small groups of students to work together to share knowledge, exchange ideas, problem solve, and more. These classroom environments help to create durable abilities in students and aid in producing a “smoother integration into adult society when the activities resemble real-world tasks” (Ormrod, 2012). As students work with peers and adults, they adopt some of the learning strategies demonstrated and develop more skills in problem solving. This scaffolding creates a trickle-down effect of knowledge construction. In collaborative learning, students are afforded a myriad of enriching opportunities to explore perspectives that may differ from their own. These activities serve to create a self-awareness in the student of their responsibilities to a group, requiring them to self-monitor their activity (Lee, Tsai, Chai, & Koh, 2014).

This research identified the application of collaborative learning strategies as well as highlighted the area of the application of collaborative learning. Collaborative learning is a process in which two or more students work together. Collaborative strategies can be used in planning, translating and reviewing the distance education process to have a better product. This source will be useful in my research to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction, how positive interdependence of collaborative learning leads to common responsibility, how collaborative learning builds students’ self-esteem and confidence in students.

Cooperative learning is a very distinguished strategy in the educational world. Cooperative learning is used by teachers to help children develop positive social behaviors. With this strategy, children are able to work together so they can learn from one another. Although this strategy is all about the children, teachers must make cooperative learning experiences “structured to mirror society’s expectations and to encourage positive behavior outcomes for young children”. For example, if children are playing in the kitchen center, I would encourage them to pretend like they’re in a restaurant. Some children would be placing the orders and the others would be working at the restaurant. I feel like this specific example would teach the children that are being the “customers” to be patient and understanding with all employees. I also think that this example would give the children who are the “workers” a better understanding of what happens in a restaurant. When they’re “working” in the kitchen, they will be able to see how hard it is to work in the food industry. In turn, this would help them also become patient and understanding adults.

The main aim of this essay is to analyse the different aspects of incorporation of cooperative learning (CL) or group work (GW) in an academic environment, specifically within an economic classroom. Furthermore, the contextualisation and definition of cooperative learning will be evaluated in order to speculate whether cooperative learning in a tertiary education institution’s economic department is beneficial or detrimental to the working, personal and studying ability of students. Included in this evaluation will be notable examples of CL or GW conducted by university students and the effects thereof. However, due to logical reasoning in which more can be achieved if people work towards a common goal, one could deduce that CL will have a beneficial effect on the working and studying ability of students, including within in economic context.

Collaborative Learning refers to the grouping and pairing of learners for the purpose of achieving a learning goal. It is a learning in which the learners at various performance levels work together in small groups towards a common goal. The learners are responsible for one another's learning as well as their own. Thus, the success of one learner helps other students to be successful. Collaborative Learning is a relationship among learners that involves positive interdependence, individual accountability, interpersonal skills, face-to-face interaction and processing (reflecting on how well the team is functioning and how to function even

Cooperative learning is part of a group of teaching/learning techniques where students interact with each other to acquire and practice the elements of a subject matter and to meet common learning goals (Macpherson, 2000, p.1). In other words, it is a learning method that consists of groups of students coming together for a common purpose. Cooperative learning has been the center of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes (Tran, 2013, p. 101). This paper explains the core elements of cooperative learning method.

According to Stevens and Slavin (1995) “cognitive apprenticeship” is elaborated in that, students of different levels of achievement work together to learn. Students with higher-level academic abilities are able to use their own understanding to explain to the other students, whereas, the lower students are able to use the explanation from their fellow classmates to understand the material. Cooperative learning is not always viewed looked as the best teaching method.

To start with, cooperative learning is an efficient method of teaching in higher education as it enhances students’ academic performance, self-esteem and interactions with peers. Johnson and Johnson (1989 cited in Hermann, 2013,p.175) stated that ‘Cooperation exists when individuals work together in a group in order to promote both their individual learning outcomes as well as the learning outcomes of their peers’. This target of cooperative learning is accomplished by the fact that students put mutual effort into completing tasks

During the weekend I spent learning about the theories and structures of cooperative learning, I was captivated by five components of cooperative learning. I intend to use these five in my own classroom. They begin with the introduction games Pleased to Meet You and Knotting Acquaintance followed by the creation of base groups and finally STAD and TGT. These are five basic, yet exciting ways to use cooperative groups in the classroom.

The main focus is to create a collaborative process among the students to encourage them in learning and interacting with others.

Since the establishment of cooperative learning prior to WWII, many theorists, psychologist and philosophers begun to study the effects of this theory. According to Slavin, 1980, cooperative learning is a teaching strategy that requires the students to work in

Some people prefer to the learning atmosphere where they can discuss the problem with some people. This type of learning is called cooperative learning. Cooperative learning not only avoids the learners’ unilateral acceptance of knowledge, but also promotes them positive thought on problem. It requires that the learner discuss with others at a humble and sincere attitude, or it isn’t so successful and effective that the learners will feel a waste of time. So it can build them good characters, such as respectful, helpful and receptive