Evaluation Of A Cooperative Learning Device Essay

The curriculum is characterized by many features advocated by contemporary research on young children, including real-life problem-solving among peers, with numerous opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, while the rest of the class engages in a wide variety of self-selected activities typical of preschool classrooms.

Technology of the past 20 years has become a focal point of teaching and learning. As a teacher, it is my job to facilitate the learning for an individual by creating an environment that not only conducive for learning, but also places the child in a position to discover and learn them for themselves. Technology has given teachers to opportunity to take learning beyond the classroom, and has begun to reshape their role in the learning process.

The intention of the Comprehensive Classroom Technology Plan is to enhance the use of technology in the classroom to improve the education that students receive in their learning and communicating. The detail found within the Comprehensive Classroom Technology Plan will describe the ability of the teacher to use technology in an effective manner within the classroom while providing a safe, secure, and educational environment for students to learn.

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

At Cano, the teachers heavily emphasized “Project Based Learning” in their classrooms. In theory, this method of teaching is supposed to help prepare students for the real world by forcing people to work with others and communicate with each other in order to get the project completed. However, in reality, most of the students didn’t care and would leave the project up to the one or two people who actually wanted a good grade. While they did nothing but play on their phones, the one or two people would be burdened with the task of completing the project by themselves. To counter this, teachers would tell their students that they would be graded on their own individual part of the project and wouldn’t have to worry about the other group members messing up their grade. What they failed to realize was that most people can’t do it by themselves. They need the rest of the group to help and do their part of the project in order to complete their own. Because of this, I spent many sleepless nights working on projects that should have been done by a team, not by one person. Cano did a horrible job at preparing me for high school. Very rarely did I ever get individual assignments or homework, so once I went to high school and saw how much work I needed to do, I wasn’t ready. At TSTC, most of the professors use individual assignments and hardly ever give group assignments. This way, I saw how I was doing as a

Methods of teaching: There’s a real difference in our educational system compared to when i was last in school, two decades ago. One of the changes that have been accomplished in today’s society is to memorizing instead of using technology or using multiple choice. We are more likely hands on then doing things like the 21 century. Now we have been using save word document and many other things within using technology. We have choices to

The article “Project-Based Instruction: A Great Match for Informational Texts” by Nell K. Duke, discusses the concept of implementing project based learning and how it can markedly improve student’s education. According to Duke, project based instruction involves “working over an extended time period for a purpose beyond satisfying a school requirement” (Duke 2016). This includes doing projects in order to “build something, to create something, to respond to a question [students] have, or to solve a real problem” (Duke 2016). The article maintains the benefits of this type of instruction and includes specific examples of how it can be implemented in the school curriculum and Common Core State Standards. Duke also emphasizes how the projects should serve a real- life purpose so students can feel more engaged knowing their work will be seen by

The types of learning strategies were focused on teacher-directed, teacher-facilitated, and learner-directed strategies. Both traditional and active learning principles were incorporated in the plan as well. The Traditional learning principle is focused primarily on teaching the student through a lecture or presentation, which is correlated as a teacher-directed strategy. This strategy is focused primarily on teaching the student through a lecture or

2. Cooperative learning directed towards focusing on students’ team work while doing their project assignments.

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

Traditional teaching styles use teacher-centered approach. It includes a teacher that stands at the front and tells students step by step instructions. The teacher decides what is learned, when it is learned, how it is learned, and how learning is evaluated. In a nutshell, the teacher is an information giver and evaluator. The students are just there to learn through lessons and direct instructions. Their attention is mainly focused on passing tests, assessments, and evaluations.

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 teaching approach is the technique which majority of the teachers use in their classrooms to deliver the content to students. The teachers in this technique use the drilling of rote memorization and basic learning skills that students use to learn the content from textbooks. In this teaching approach, the focus is on the learning of basic skills and not the conceptual understanding of the content.

Research over the past 40 years has shown conclusively that technology-based methods are usually superior to traditional ones.