Cooperative Learning : Classroom Structure

Content-wise our group did a strong job focusing on distinguishing the differences in two different classroom approaches, such as direct learning versus cooperative learning. Through multiple research studies we were able to express to the class the benefits students receive when actively engaged in a cooperative learning environment. We used the textbook definition for cooperative learning and an in-class presentation to define direct learning, which helped assist the class in understanding the differences, especially because

Cooperative learning, sometimes called small-group learning, is an instructional strategy in which small groups of students work together on a common task (TeacherVision, 2017). According to the Education Consumer Guide, Cooperative learning is successful because students of different levels of ability have the opportunity to use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.

There are several reasons why cooperative learning works well. The idea that students learn more by doing something active than by simply watching and listening has long been known to both cognitive psychologists and effective teachers (Bransford, et. al., 2000) and cooperative learning is by its nature an active method. Beyond that, cooperation enhances learning in several ways. Weak students working individually are likely to give up when they get stuck; working cooperatively, they keep going. Strong students faced with the task of explaining and clarifying material to weaker students often find gaps in their own understanding and fill them in. Students working alone may tend to delay completing assignments or skip them altogether, but when they know that others are counting on them, they are motivated to do the work in a timely manner.

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

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-

However, teachers also want to see if students can do more on their own. They want their students to dig deeper and be able to improve their problem-solving skills; in doing this, students can take ownership of the learning of these math concepts and hopefully retain the concepts. After a group of sixth grade teachers gathered to discuss concerns regarding student performance, the idea of using cooperative grouping to teach their lessons was approached and discussed. The outcome of that conversation

In this report, the merits of cooperative education will be analysed alongside different experiential learning models to identify the model that provides the individual with the best possible learning experience. In addition to analyzing the different models, amendments in my opinion will be discussed as taken from before and during the cooperative learning experience. Coop is well known for its alternating school – work schedule. As such, connections between academic theory and my current workplace will be drawn to solidify to importance of cooperative education in the growth of an individual. The analysis and connections that these sections provide will support the final decision of the best learning model as the cooperative education model as well as the opinions that have changed favourably to clearly identify my future career aspirations. These conclusions will encourage related and crucial recommendations that will provide goals for the future to further my professional career.

This type of instructional method, and its varying implementations, provides the opportunity for each student to make a substantial contribution to his/her team. This contribution is where learning occurs. I do realize that there is a large gap between research and practice, and I know that cooperative learning is not a definite solution to my goals. What it provides is a means to a continuous labor of love moving closer to this goal, not a means to an end. Therefore, as an ongoing task, research will evolve as will my classroom practice. But, I do see some implementation rules that appear to be steadfast and help form my thoughts on constructing my future cooperative learning classroom.

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.

Cooperative learning is known as small group learning. It is an instructional strategy in which small heterogeneous group of learners work together on a common academic goal or task given to them by teachers. By interacting with one another learners can improve their acquisition of academic knowledge and skills. Such interaction amongst learners based on equal partnership in the learning experience, is termed as cooperative learning. With cooperative situations, learners seek outcomes that are beneficial to themselves as well as to other group members.

Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to Cooperative Learning than merely arranging students into groups, and it has been described as structuring positive interdependence (Prasetyo,2012). Cooperative learning is a technique that allows students to learn from each other and gain important interpersonal skills. Learn more about the benefits, strategies, and techniques involved in cooperative learning ( Olsen, 2003). It is an organized and structured way to use small groups to enhance student learning and interdependence. Students are given a task, better known as an assignment, and they work together to accomplish this tasks. The success is dependent on the work of everyone in the group.

Collaborative learning is an educational method where two or more students work together to learn something. It's based on the general premise that groups of students can learn more from each other through sharing and social interaction than they would if they learned on their own.

The purpose of this analytical review was to observe two different classroom environments and examine the setting in relation to promoting collaboration as well as promoting high expectations for learning success. As I observed an inclusive classroom and a self-contained classroom for an entire school day, I witnessed many teaching approaches that worked well for students and benefitted their learning experience and success, such as station teaching. I also noticed approaches that did not work well and realized how important it is for co-teachers to plan effectively. Based on research based evidence and practices both classrooms will be compared and suggestions for improvement will be highlighted.

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.

An important skill for students to develop in school is collaboration. During this course, I learned more in-depth knowledge about students working with others within a concept called cooperative learning. Cooperative learning is one of three goal structures associated with motivation. The three structures are cooperative, competitive, and individualistic. Though all three are used to motivate students to achieve goals, I believe cooperative is the most ideal goal structure for student development. Cooperative learning involves putting student in groups for a lesson and requiring all students to succeed in order for any one individual to earn rewards. This strategy enforces individual accountability for each child to complete their share