The Ideas And Implementation Of Cooperative Learning

Learning how to work effectively in a group situation is key to success in many professions as well as in social situations. Groups vary from each other based on the individuals that make up each group, all of us belong to various groups at one time or another. The roles that we fulfill vary from group to

Following our presentation of why cooperative learning benefits students in mathematics, we hoped the class would be able to distinguish the differences between direct learning environments from cooperative learning. Additionally, we hoped the class would understand how all students become active participants in their learning through cooperative learning and receive higher academic success. Lastly, it was a goal of ours that the class recognized the acquired skills students gain from cooperative learning and why it should be incorporated in their future classroom.

This strategy is gained when students learn to reflect and think about their learning. Cooperative learning is a natural way to use the reciprocal teaching strategies, as those strategies are based on having conversations and social interactions. These strategies are beneficial whether working with a whole-class grouping or literature circles.

For teachers, it is essential to set a structure in groups in order to allow students to bring their abilities to the group effort. This type of learning helps to link findings of a special topic together, helping students to discover that working in groups brings about higher effectiveness especially for practical plans.

Since much of our time is spend in groups, it is helpful to work in groups because it will give an opportunity to improve their human functioning. Group work helps to develop individual skills in communication, relationship building and asserting oneself

A reflective essay on the skills acquired from collaborative learning and how they may be applied in practice.

Throughout life there are many instances in which an individual has to work in a group to complete a task/project. The importance of group work is to have teamwork with each member of the group. Humans are driven to connect with each other and by working as a group ideas become much more enriched and the ideas or thoughts that each person ‘brings to the table’ each individual is able to add onto that idea or it can trigger one to think of something completely different.

adopt classroom cooperative learning strategies (Jenkins, Antil, Wayne & Vadasy, 2003, p. 280; Foreman & Arthur Kelly,)

Allowing student collaboration in the classroom introduces the students to a variety of skills that they will use when they become adults. It teaches the students the fundamental skills associated with working as a collective unit toward a common goal. It also teaches the students time management, resource allocation and communication skills (McQuerrey, 2018). While

In today’s educational environment, the need to evaluate an educator’s approach to methods and techniques of teaching has reached a critical level. The collaborative culture in the schools allows for sharing of expertise and ideas which make for a strong learning environment (Grand Canyon University, 2012). While various collaborative approaches to education have, according to recent surveys, found favor by many, resistance still abounds. The effectiveness of collaborative approaches varies based upon leadership, time constraints, budget restraints, willingness of the participants, and personal observation in the learning environment. In spite of its limitations, one can argue that a collaborative approach to classroom education is an effective method of increasing the learning opportunities for all students.

Lev Vygotsky founded the social development theory. He is seen as one of the leading psychologists in education. The social development theory basically says that the potential for cognitive development relies mainly on the zone of proximal development, or what we know as ZPD. The ZPD places emphasis on what social interaction and how important it is for the developing child. This paper will go into more depth of what ZPD is, how it benefits children, and opinions on the theory.

Cooperative learning will be a method I use in my classroom. I believe that in a cooperative learning group a student can learn socialization skills and how to work with others. This goes along with the pragmatic/progressive philosophy that children learn by doing. The progressivism teaching style also includes the incorporation of problem-solving and critical thinking techniques. I want my students to learn to think for themselves and be able to function in society. At the same time, I will be a fellow learner myself and

“Group work is a form of voluntary association of members benefiting from cooperative learning that enhances the total output of the activity than when done individually”.

Vygotsky’s sociocultural theory of development suggested that to develop cognitively, children must have social interaction. He also “believed that this lifelong process of development was dependent of social interaction and that social learning actually leads to cognitive development” (Riddle, 1999). Vygotsky believed that children 's social learning must come before social development. Vygotsky also believed that "human activities take place in cultural settings and cannot be understood apart from these settings" (Woolfolk, 2004). Therefore, our culture helps shape our cognition.

His thinking was influenced by Piaget, and Vygotsky actively tried to initiate a dialogue with Piaget about certain points of disagreements” (Broderick & Blewitt, 2009, p.101). Vygotsky believed a child’s cognitive development was gained through the interaction of one’s culture, as well as language, which is what prompted his theoretical perception development known as Vygotsky’s Sociocultural Theory. “Vygotsky’s promising life was cut short in 1934, when he succumbed to an attack of tuberculosis. In Vygotsky, we have another example of a truly great mind whose ideas have inspired the work of many students of cognitive development” (Broderick & Blewitt, 2009, p.101).