Literature Review On Student Learning

This way, the school can get a sense of whether this will benefit a higher graduation rate or not. Students are able to recognize the importance of school through the influence of each other. Evidence of successful change can be seen through making a difference in the student’s everyday life. After the first month of testing the improvements, peer learning should have boosted up a student’s confidence and learning style. Throughout the months, students should be asked about how their peer learning is changing their learning style, this way the school can see the beginning and end result of student’s working together. With this being said, peer to peer learning should help students in improving their self-esteem and make them become a stronger individual. As a whole, these improvements will have a positive impact on the previous and future community. All in all, encouraging peer learning leads to a better community surrounding and trust between

Like my performing arts high school, Bowdoin College is an adherent in creating a difference through rigorous academics and the arts. I’m interested in the belief that creativity is vital amongst a group in order to synthesize innovative ideas and obtain additional knowledge about the individuals whom we interact with. I believe that when planning or resolving, cooperation of different sides brings creative insights and talents to produce a eureka moment. A team functions because each person’s unique individuality is an integral part in accomplishing the goal. As a student at Bowdoin, I’ll be poised on catching other student’s notions to expand the spectrum of learning and understanding their thoughts to cultivate intellectual discovery.

The teacher has the flexibility of placing students together based on results from previous assignments, academic ability, or even based on whose behaviors and attitudes would encourage instead of limit or prevent the successful completion of an assignment. Cooperative Learning is unique because gifted students and those who may have academic limitations or are students with disabilities can work together. In addition to learning a concept, this method can improve the self-esteem of those students who may have feel inferior to other students and encourage socialization of students from different learning

I have come to appreciate the dynamic of passionate students working together to accomplish common goals. Unfortunately, many modern students often come to loathe cooperative learning. Some students are apathetic about group projects altogether, and others are discouraged by their classmates’ lack of effort. As a SELF fellow, I will have the opportunity to collaborate and form valuable connections with like-minded and ambitious students.

As a student, I found peer teaching is enjoyable for students and peer teachers. Allowing a students to take turns between being the teacher and the learner, will achieve benefit from explaining their own personal understanding of the material to another, and from hearing the same material from the others’ understanding or viewpoint. In this model, students spend time summarizing information, assessing the work or ideas of a peer, and explaining rationales. All of these meaningful activities promote critical thinking and long-term retention

As a teacher, our responsibility is to plan effective lessons for our students to learn from. Although, the hardest part of being a teacher is grasping the student’s motivation to learn. Therefore, the educational philosophers Borich and Wong have different approaches to make us effective teachers motivate our students to learn new and exciting teachings. These different methods may include a wide range of how teachers run their classrooms, or what specific standards are being targeted, and maybe even how effective their planning techniques are. Not to mention, students may also expect positive expectations from the teacher and ways to help them succeed. On the other note, inviting students to learn may be easier than thought, in which may result in positive student behavior. Thus, my opinion of what Borich and Wong have to say about student learning is very beneficial to me so, that one day I may use their techniques in my very own classroom.

He was fifteen and his friend Johnny who was thirteen, was having trouble with a broad area of academic performance. Mr. Parashont helped his friend master some math basics. This newfound expertise, however minute it might seem to observers, was enough to give his Johnny pride and confidence so that Johnny was then able to overcome his other academic challenges one-by-one. Gordon and Browne (2010) and Berk (2000) discuss the effectiveness of similar scenarios in the classroom. They referred to the process as “cooperative learning, in which small groups of peers at varying levels of competence work toward a common goal, [that] also fosters more advanced thinking” (p. 123). The increased competence also fosters pride that then serves to energize children and the adults with whom they work. Cognitive, social, and cultural interaction provides a foundation upon which children build. In doing so, children gain freedom to grow further and expand the limits of their environments (Vygotsky & Stone, 2005). This growth becomes contagious for students of all ages and abilities (Gordon & Browne, 2010)..

Throughout my practicum experience, I worked towards creating an environment that was highly supportive of individual and collaborative learning. I strived to encourage positive social interaction and to facilitate active engagement in learning and self-motivation. With the help of my professor and cooperating teacher, I was able to practice implementing this in my teaching.

Positive relationships are cultivated in the classroom, so that's where we will begin! One method I have read about that has especially piqued my interest in building positive relationships is collaborative learning. This is perhaps one of the easiest ways teachers can promote effective relationships. In differentiating learning, collaborative learning is one option in instruction. Implementing group learning as a way to promote positive peer interaction requires some understanding of how a group develops. Our textbook discusses these stages and what happens in each of them: in the dependency stage, students look to the teacher to provide clarity and explain the expectations for group learning; in the inclusion stage, peers are still getting their feet wet and learning how they fit into the group, this is where getting to know you activities are useful as they show the value and competence of students; next, the control stage is where the groups members

Motivating students to work in the classroom is not an easy task to perform. Teachers need to have classroom management and establish a conducive learning environment to meet the need of all students. As an educator, I have experienced that most of the students come to my classroom with a positive attitude and eager to learn while others come with very low self-esteem, not wanting to learn creating disruptive behaviors. In one of the articles assigned this week, it is emphasized that when students are not motivated in the classroom or have a difficult time learning a lesson, they tend to be disruptive in the classroom (Motivating Students, 2016). For this reason, as a teacher, our responsibility is to create a learning environment to motivate all students, meet their needs, and implement activities that are meaningful to them. I have been teaching for many years and cooperative learning is one of the effective strategies that I most often implement to motivate my students in my classroom. I have experienced that students tend to work better when they are assigned to work in groups and they are actively engaged in their learnings. I teach mathematics and in most of my lessons I tend to utilize hands-on activities where students get to work and learn in groups. For instance, if I am working with areas and perimeters in my class, I use manipulatives such as rulers, color tiles, and measuring tapes to engage and motivate my students to learn. Implementing this strategy, students

My students were most successful with learning goal six in which they had to identify and distinguish between a habitat and niche. This was determined from the averages of the learning goals from the pre and post assessments. A possible explanation for this occurrence is that the lesson included a lot of visual cues in which the information within the lesson builds from the smallest piece into bigger pieces. It also pulled from the students’ schema of animals, habitats and niches from their own environment, so they were able to relate to the information more effectively. Another possible explanation for their success was the assessment task itself. The formative assessment and task had the students sort and re-categorize the information in a different way. As the students broke down the information into smaller pieces, it made the content more manageable and simple. After they broke down the information, they had to figure out how it went back together as a whole but still in slightly different categories. As the pieces came back together, most likely, they had holes in the categories for only certain pieces to fit- those holes became ‘self-teachable light bulb moments’ as they had to figure out how to why and how to fill the holes. This task also worked well because it was very visual- they could actually see how the parts came together in the different categories.

Collaborative learning is founded on the idea that the learning process is a naturally social act which requires the participants to talk among themselves. Collaborative learning involves small groups of students who act on a structured learning activity to solve a problem, complete a task, or create a product. In simpler terms, the students work in groups to learn or understand a new concept they are studying. In this learning approach, it is important to understand that the students are accountable for individual work as well as the group work they do as a group in collaborative learning

Monitoring students’ progress is essential to students’ academic success. This is a crucial time where teachers must be flexible in order to modify and adjust instruction according to what students are. Moreover, monitoring students’ progress can be accomplished by constant observations and anecdotal notes; where teachers write brief notes regarding students’ reading and writing activities, questions that they might have asked, and skills they are able to fully apply to their reading and writing. Furthermore, conferring with students is also an effective way to get to know the students’ reading and writing level, setting reading and writing goals and is also a form of holding students’ accountable for keeping up with their personal

This paper explores the ideas and implementation of cooperative learning, and how it can benefit the classroom. It looks at different sources that show research on this teaching strategy

Research on students’ learning in physics classrooms has indicated that there is a noticeable gap between the objectives of the physics instructors while implementing the traditional instruction and the level of students’ conceptual understanding (Heron & Meltzer, 2005). “Physics Education Research (PER)” groups aim to overcome the challenges of traditional instruction by developing new instructional methods and materials in order to teach more effectively (McDermott & Redish, 1999). Several studies reported that alternative instructional approaches resulted in the enhancement of students’ learning gains (Hake, 1998). Based on the constructivist view, they build the knowledge through interacting with instructor and their peers, participating in group discussions, and exchange ideas (West, Paul, Webb, & Potter, 2012).