Do you know about - Cooperative studying
6Th Grade Math! Again, for I know. Ready to share new things that are useful. You and your friends.Cooperative learning is certainly having the students work in groups or a group setting. Instead of the original style of teaching, the students interact with each other and build upon their school relations. In Week 4’s class lecture it states, “Cooperative learning teaches students to be a functional member of a team, with not only private responsibilities, but group responsibilities as well” (Week 4, 2005). This is an importance learning style to integrate in the lessons because it builds communication skills in the classroom. These skills will come to be the basis of their adult relations. In order to better understand cooperative learning, the main theorists and basis of this field need to be explored.
What I said. It isn't outcome that the real about 6Th Grade Math. You look at this article for information about anyone want to know is 6Th Grade Math.How is Cooperative studying
Due to the internet and the vast majority of sites on this subject, teachers can implement this facts into their classroom quickly. When going to google and typing in “Cooperative Lesson”, 826,049 sites can be viewed. The main idea behind the 10 most favorite sites are “What is Cooperative Learning” and “How can Teachers implement it in the Classroom”. The most vaulable site found in regards to this field is http://edtech.kennesaw.edu/intech/cooperativelearning.htm. This site is titled, “Cooperative Learning” and have a dozen links which will help a teacher grasp this style. The consensus of this site states cooperative learning.
Is a flourishing teaching strategy in which small teams, each with students of separate levels of ability, use a range of learning activities to enhance their insight 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. Students work straight through the assignment until all group members successfully understand and unblemished it (Cooperative Learning, 2005).
Learning how to use Cooperative learning in the classroom room is a must for teachers because of the communication and public relations she can develop for the students. These communication and public relations are best understood by comparing and contrasting the major theorists of Cooperative Learning.
In the models of Johnson, Johnson, and Holubec explain, “the five advantages to cooperative learning are interwoven in five basic principles: 1) positive interdependence, 2) simultaneous interaction, 3) private responsibility, 4) Interpersonal and small-group learning skills, and 5) reflection and planning” (University of Phoenix, 2002). These five basic principles seem to be the basis for cooperative learning. These theorists understood children need to learn to work together and know each other in a non-competitive environment. Some of the interesting facts about these theorists is the “sink or swim” philosophy, mutual goal idea, and assigned roles (Principles of Cooperative Learning, 2005). Johnson, Johnson, and Holubec seem to have grasped the updated version of cooperative learning in the classroom. Their methods and ideas are more conservative than the other theorists and tend to be more approachable by teachers.
Dr. Robert Slavin’s arrival to cooperative learning is more based on catering to private students needs. He developed the student Teams and Achievement Division, Stad. His principles was also based on 5 separate ideas much like Johnson, Johnson, and Holubec. The five components are Class Presentation, Teams, Quizzes, private revising Scores, and Team Recognition (Cooperative learning a New Direction, 2005). The discrepancy in Slavic’s earlier principles and the theorists present before is his concern for the lack of taste teachers have in this field and how the field might not accomplish all the expectation. This theorist had a strong reliance that high risk students and special educational students would advantage the most from cooperative learning (Dr. Robert Slavin on Cooperative Learning, 2005). In reality, this man’s principles was a good basis, but his lack of taste in the needs of today somewhat discredit his thinking. In the reading it seems this physician presented the lack of foresight of a world where teachers are extremely educated and there is a melting pot of students in a classroom, which is the major discrepancy in the middle of the theorists.
Dr. Spencer Kagan has
Two foremost points to be made: (1) The world is not just contentious and in some foremost respects is becoming less so; (2) I do not advocate exclusive use of cooperative learning methods, but rather a salutary equilibrium of cooperative, competitive, and individualistic classroom structures to get ready students for the full range of public situations (Ten Frequent Questions, 2005).
When reading about this principles a more liberal view of cooperative learning comes to mind. When trying to find a definite whole of steps by this theorist, it is impossible because there are too many to count or write about in one paper. Basically this style focuses on “stress positive interpersonal peer relationships, equality, self-esteem, and achievement”. With these separate concepts comes separate goals such as, “building team spirit and positive relationships among students; facts sharing; primary thinking; communication skills; and mastery (learning/remembering) of specified material”(Spencer Kagan’s positive learning Structure, 2005). Unlike the simple 5 steps of the last theorists, a teacher would have to put the facts together based on her students. The teacher would have to observe many separate lead and use the facts to her best judgment.
In conclusion, Johnson, Johnson, and Holubec have set the basis for cooperative learning in the classroom. Their principles is easy to understand and can be simple implemented in the classroom. Overall, Cooperative learning is foremost because it bind communication with public skills, something every student needs to develop. It is easy to collate and discrepancy the separate theorists because each one has a separate idea on what cooperative learning certainly is. The Cooperative learning Style has been developed and redeveloped by many theorists; it just depends on the teacher’s learning style to determine the best arrival to this method.
Reference:
Cooperative Learning. (2005). Retrieved on May 31 from [http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] .
Cooperative learning a New Direction. (2005). Retrieved on May 31 from [http://www.findarticles.com/p/articles/mi_qa3673/is_199610/ai_n8745987#continue] .
Dr. Robert Slavin on Cooperative Learning. (2005). Retrieved on June 5 from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/slavintrns.htm .
Principles of Cooperative Learning. (2005). Retrieved on May 29 http://www.csudh.edu/dearhabermas/cooplrn.htm .
Spencer Kagan’s positive learning Structure. (2005). Retrieved on June 6 from http://www.jalt.org/pansig/Pgl2/Html/Nakagawa.htm .
Ten Frequent Questions. (2005) Retrieved on June 5 from [http://courseweb.tac.unt.edu/overall/Cecs4100/Resources/CoopLearn/10Questions.html] .
Week 4 Lecture. (2005). Mat 532 Week 4 Lecture. Shannon Miller.
University of Phoenix (Ed.). (2001). Curriculum Constructs and Assessment: Science and Math.. [University of Phoenix practice Edition e-text]. Boston, Ma: Pearson practice Publishing.
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