The Effect Of Team Assisted Individualization ( Tai ) And Snowball Throwing Cooperative Learning Model On Fourth Semester Biology Students '

Experts believe that each student is different. Students have different learning styles and they prefer various learning techniques for various subjects. Experts believe that individual work would help students to improve themselves on an individual level through the individual interactions with their teachers. I agree with this idea, as I believe that individual interactions with students are extremely important for students as well as teachers to exactly identify the learning requirements of the students.

The problem that the research addressing is the researchers' concern about the effectiveness of the use of cooperative learning strategies, such as Jigsaw method and check if this method make students to achieve academic gains or not.

In school there is only one style of learning per class for all students. Not all students learn the same way, which is why teachers need to teach each student according to which group they learn best whether it's by taking, visual, or some things don't work, it is said that “it is true of course, that groups do not learn; individuals do (source D) which is why schools need to work on individuality instead of groups for us to become better learners. In the other hand, schools should keep conformity by farming groups of individuals with their own type of learning style in

A teaching model is not just a plan or a set of ideas but also it comes with guidelines for designing education activities, as well as certain teaching and learning that are intended to achieve goals and outcomes. In order to achieve these goals and outcomes four different types of teaching models can be utilized in the classroom context along with various sub-models that comes under each of these model.The four major models proposed are social, personal, behaviour, and information processing model. Each of these model caters for a particular developmental area of the student which leads to overall progress of the

Though this form of teaching improves the learning of the concepts of fundamental sciences, it can be hindered if there is a lack of participation among peers (Michinov, 2015). Equal participation may be increased by a technique titled Stepladder. Within the Stepladder technique students enter groups in sequential order, forcing every group member to participate in discussions (Michinov, 2015). Studies have shown that students who participated in group discussions where this technique was utilized displayed signs of satisfaction and better understanding of course material. When student participation is guaranteed, and the lack of prevented, peer teaching is an effective teaching style within the field of

Throughout this lesson students will be hands on and engaged with the material. Students will need to cooperate with one another in order to learn and expand their knowledge. When doing the experiments students will have to work together and consider each others opinions. During the informal assessment students will be working in groups and discussing what is happening to the crayon or granola bar. During this lesson students will have to cooperate with one another in order for the activities to run smoothly. Cooperation allows students to work with one another and consider others options and thoughts. While students work together they are able to help their peers and asks their peers questions if the material is confusing. Student interactions

The purpose of this Action Research study is to determine the impact of the Peer-Led Team Learning (PLTL) model in a first-year science, technology, engineering, and mathematics (STEM) course at Orangeburg-Calhoun Technical College (OCTC). The participant-researcher will implement a Peer-Lead Team Learning (PLTL) model into the course, Electronic Circuits, to strategically support interactions between instructor and students and peers. Quantitative data will be collected to determine if the Model is effective in increasing STEM student-participants’ awareness of the importance of social and academic integration for academic success at the collegiate

Through my role as a Peer-Led Team Learning (PLTL) Leader in organic chemistry, I have learned to accommodate each student’s individual pace and offer valuable learning techniques to conquer academic challenges. The dynamic concepts in organic chemistry require intricate understanding that often seems daunting. I highly emphasize the need for efficient time management due to the fast pace of the curriculum; however, I first introduce the course as a foreign language to which its basics require full comprehension prior to moving into details. During my time as a PLTL leader, I have encountered a diverse set of peers. Introverted students are encouraged to embrace their classmates for team building and students having academic difficulty are grouped with those who possess a strong understanding of the material. I must keep the perspective of my peers in mind to provide a comfortable system for them to communicate.. Through this

The next step would be changing the manner in which the teacher addresses each student, consequently, they wouldn’t respond in a defensive way when asked to do an activity. This measure would be reinforced with the orientation class, in which they could learn new ways to cope with their environment successfully. Another possibility would be to observe the effect of pair work during the semester in the learning of

TBL is a structured form of small-group learning that emphasizes student preparation out of class and application of knowledge in class. Students are organized strategically into diverse teams of 5-7 students that work together throughout the class. Before each unit or module of the course, students prepare by reading prior to class. Therefore, in comparison to groups involved in informal small-group work and collaborative learning, a team is characterized by a high level of individual commitment to the welfare of the team in addition to a high level of trust among team members. In order to develop an effective learning team, members spend time in databases and the worldwide web, and interact both synchronously in a chat discussion

Over the course of this semester, I have had the opportunity to learn about educational psychology. I have always enjoyed psychology and was especially interested in how it applied to teaching in the classroom. There were five specific concepts we discussed over the semester that especially interested me. I found that homogenous and heterogeneous grouping, extrinsic and intrinsic motivation, operant conditioning, cooperative learning, and divergent versus convergent thinking are five psychological concepts that every teacher should learn about in preparation for teaching.

This is mainly because children at a young age are "more field dependent (global) than field independent (analytical)" (Schunk, 2016). Therefore, field independent students are characterized as being motivated in everything they do, without needing the group approach to encourage themselves to work cooperatively. Moreover, they show interest in the tasks presented to them by the teacher without feeling the need to consult the teacher or their peers. The familiarity of the subject is seen through their understanding prior carrying out the task, which makes the students cognitively ready for new challenges in their education. This is one important factor that teachers need to consider and evaluate before giving out the tasks to the students, as sometimes they might doubt and mistreat their abilities, offering the students no challenges in the activities. However, during several lessons students are often seen to work in groups to achieve the same goal, thus referring to one another for new ideas and solutions. This social interaction promotes understanding amongst the students themselves, and their teacher. Schunk (2016), confirms that "field dependent learners seem sensitive to teacher praise and criticism". Finally, to accommodate all students present in the classroom, the educator is to provide well-structured material, as

For students to receive a more effective and meaningful academic experience, a diverse pedagogical methodology for enhanced and relevant learning is required. Various strategies are available to engage adolescent students toward a more fruitful learning experience. The jigsaw method, a cooperative learning device, is a project-based exercise whereby students assume specific roles for content mastery and conduct tasks with an interdependence on one another for deeper learning on multiple aspects of a subject toward better comprehension and fully reaching the intended objectives. This strategy is useful in putting students in an active role while investigating subject matter. It is also a chance for teachers to allow students to discover and find options to fit their own learning styles and presentational preferences. Not all teachers prefer this method nor find it most applicable to their discipline, however. Students often may find that evaluation based on peer project completion is not representative of their personal abilities. Applied appropriately and accordingly, the jigsaw method has the potential to create interdisciplinary relevance of the topic, widen a student’s breadth of subject analysis, and change their classroom outlook from dread to enthusiasm.

In this research, an experimental study will be conducted to ascertain the effect of cooperative learning on academic performance of college students in Saudi Arabia. Here, a quantitative research approach will be adopted to put a comprehensive investigation pertaining to the effect of cooperative learning on academic performance of college students in Saudi Arabia through a variety of sources of information. In order to establish a conceptual phenomenon relevant to the effect of cooperative learning setting, an experimental research design will be conducted. Primarily, this will enable the researcher to expose and validate all the principles governing cooperative learning among Saudi Arabia students along with their effect on the academic performance of these students. In addition to the quantitative methods of research the researcher will incorporate diverse qualitative forms of data collection such as pre and post test so that both pragmatic and objective results can be substantiated. Definitely, this will help in reflecting reality mathematically thereby enhancing the validity of study results. Therefore, this part of this writing covers a number of methodologies that will be adopted in the research.

Such findings were also reported by Adhikari (2007) in Nepal, Ozsevik (2010) in Turkey, Ansarey (2012) in Bangladesh and Vongxay (2013) in Laos. They indicated that the number of students in the class was an issue that made it hard to manage several groups within one class. Such findings were also emphasised in responding to question 6 in the questionnaire where 68% of the teachers stated that they had from 20 to 40 students in their classes (see Table 6). This would suggest that teachers need to divide students into eight or ten groups in order to implement communicative activities successfully and, thus, it would be difficult to manage all groups.