The Performance Rate Of The Pupils After The Cooperative Learning Approach

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.

Even if they were wrong or needed more information to come to the correct conclusion. Her lesson used cooperative learning with indirect instruction. She asked a lot of probing questions and then would build on students’ response. She gave plenty of think time for the students to process what they were trying express to the class. If students didn’t give the correct response she would allow other students to help come up with the correct answer. The correct answer came from the students building on each others knowledge. Mrs. Soglin facilitated the discussion and added new information as needed. After the class discussion the students worked on their activity in pairs or groups and were engaged in self directing during this time.

The evidence-based teaching strategy that was implemented in the video was cooperative learning. Cooperative learning provided the students with the opportunity to practice their problem through discussion and building upon one another to create a solid foundation of understanding and maximize learning.

In this article ", Dollard and Mahoney ()examine the effect of the Jigsaw method, on content knowledge and attitude toward learning for an eighth grade science class.

The teacher may plan for pupils of similar abilities in a particular subject to work in a group as they may be working at the same pace, or alternatively pair pupils of higher and lower abilities so they can help each other.

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.

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

It helps students to share their knowledge with each other for a better understanding of a specific concept. One of the important principles that the cooperative learning theory proposes is heterogeneous grouping, which means that the students within the group vary in their gender, skills, class social, religion and age (Jacobs 4). Another important principle is maximum peer interactions that occur when specifying the number of students working together (Jacobs 4). Collaborative skills is an additional principle that is proposed by this theory, which means that students who work with each other are capable of explaining and giving reasons (Jacobs 4). Also, one of the essential principles is individual accountability, which ensures that every one is and working trying to share their knowledge (Jacobs 5). This theory is applied to the physics worksheet because it is a model for enhancing the cooperative learning

The computer test which distributed students into cognitive groups should employ details and examples of the test and the scoring system to clarify the fairness of the test. As for sampling, the sample size should be adequately enlarged to include an effective verbal sample; the post-secondary students are a biased group which can’t meet the variety of people. The learning module should be studied to see whether it is biased to/against any group/learning style. The

The experimental design below was used to determine if an increase in scores between the two related groups” before training/ after training” increased or decreased.

Roediger & Karpicke (2005) predict that performance on immediate retention tests would rise with the number of study opportunities, due to massed practice usually only producing short-term results. They also believe that taking a retention directly after a study session would result in superior retention on delayed tests compared to repeatedly studying the material. This would result in proving that test taking as a better means to improve long term retention compared to re-presentation of material during testing.

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

I even like the use of group tests to brainstorm and cooperate critically and creatively.

In contrast to this view Les Vygotsky, whose theories have also been implicated in modern educational teaching methods, explained that children can learn skills that are just beyond their ability if they are helped by someone who possesses that skill, this was known as proximal development and although it contradicts the fundamental argument behind Piagets support for cooperative learning, it provides an other theorists outlook on the benefits of cooperative learning in educational settings and thus increases support on its use. “Different learning theory approaches favour cooperative learning for different reasons” (O’Donnell, 2002)

Abstract .- The learning process can occur because of the interaction between the individuals and the learning environment autonomously or intentionally designed. T. A. I. is essentially a cooperative learning model that divides learners heterogeneously, while snowball throwing models is a cooperative learning type which is designed like a throwing ball game. This method aims to provoke creativity in creating the problem as well as testing the mastery of material submitted by the group leader. The aim of this study is to determine the effect of Team Assisted Individualization (TAI) and Snowball Throwing Cooperative Learning Model on fourth semester Biology students’ entomology learning outcomes at FKIP Mulawarman University in Academic Year 2015/2016. The sample of this study is taken by purposive sampling. The number of 62 students who are from class A and C, where class A is chosen as an experimental class and class C is chosen as the control class. By using statistical tests show that sig (2-tailed) of 0.043 < 0.05 so that it can be seen that there are significant the effect of Team Assisted Individualization (TAI) and snowball