Cooperative learning
Cooperative learning is de facto 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 point learning style to join in the lessons because it builds communication skills in the classroom. These skills will become the basis of their adult relations. In order to better understand cooperative learning, the main theorists and basis of this branch need to be explored.
Cooperative learning
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 beloved sites are “What is Cooperative Learning” and “How can Teachers implement it in the Classroom”. The most vaulable site found in regards to this branch 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 different levels of ability, use a variety of learning activities to improve 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 climate of achievement. Students work 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 group relations she can design for the students. These communication and group 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) inescapable 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 ideas 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 involving 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 coming to cooperative learning is more based on catering to private students needs. He advanced the student Teams and Achievement Division, Stad. His ideas was also based on 5 different ideas much like Johnson, Johnson, and Holubec. The five components are Class Presentation, Teams, Quizzes, private improvement Scores, and Team Recognition (Cooperative learning a New Direction, 2005). The distinction in Slavic’s earlier ideas and the theorists present before is his concern for the lack of palpate teachers have in this branch and how the branch might not perform all the expectation. This theorist had a strong confidence that high risk students and extra educational students would benefit the most from cooperative learning (Dr. Robert Slavin on Cooperative Learning, 2005). In reality, this man’s ideas was a good basis, but his lack of palpate in the needs of today somewhat discredit his thinking. In the reading it seems this doctor 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 distinction between the theorists.
Dr. Spencer Kagan has
Two leading points to be made: (1) The world is not just contentious and in some leading respects is becoming less so; (2) I do not advocate exclusive use of cooperative learning methods, but rather a healthy equilibrium of cooperative, competitive, and individualistic classroom structures to get ready students for the full range of group situations (Ten Frequent Questions, 2005).
When reading about this ideas a more liberal view of cooperative learning comes to mind. When trying to find a specific number 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 inescapable interpersonal peer relationships, equality, self-esteem, and achievement”. With these different concepts comes different goals such as, “building team spirit and inescapable relationships among students; facts sharing; needful thinking; communication skills; and mastery (learning/remembering) of specified material”(Spencer Kagan’s inescapable learning Structure, 2005). Unlike the straightforward 5 steps of the last theorists, a teacher would have to put the facts together based on her students. The teacher would have to gawk many different 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 ideas is easy to understand and can be straightforward implemented in the classroom. Overall, Cooperative learning is leading because it bind communication with group skills, something every student needs to develop. It is easy to correlate and distinction the different theorists because each one has a different idea on what cooperative learning de facto is. The Cooperative learning Style has been advanced and redeveloped by many theorists; it just depends on the teacher’s learning style to decide the best coming 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 inescapable 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 institution Edition e-text]. Boston, Ma: Pearson institution Publishing.
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