background preloader

Introduction to Cooperative Learning

Introduction to Cooperative Learning
An Overview Of Cooperative Learning David W Johnson and Roger T Johnson Without the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible…. It was not an advantageous individual here and there who did so, but the group. In human societies the individuals who are most likely to survive are those who are best enabled to do so by their group. (Ashley Montagu, 1965) How students interact with each another is a neglected aspect of instruction. In the mid-1960s, cooperative learning was relatively unknown and largely ignored by educators. Definition of Cooperative Learning Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts. Cooperation is working together to accomplish shared goals. Types Of Cooperative Learning Formal Cooperative Learning 1. 2. 3. 4. Informal Cooperative Learning 1. 2. a. b. c. d. The question may require students to: a. b. c. d. Related:  Methodology

Cooperative and Collaborative Learning in the Classroom - Educational Psychology Video Cooperative Learning Working together in a group can be a great experience for some people and a terrible one for others. You've probably realized by now that working in a group is pretty common in education. In cooperative learning, students work together in small groups to complete a structured task or goal. Jigsaw An example of a very popular cooperative learning activity that teachers use is jigsaw, where each student is required to research one section of the material and then teach it to the other members of the group. For example, imagine you've been placed in a group that has been tasked with researching the life of Dr. In this way, jigsaw activities are specifically structured so that the only access any member has to all of the information is through the work of other members. As a cooperative learning activity, jigsaw provides a very efficient way for students to learn. Elements of Cooperative Learning The fourth element of cooperative learning is collaborative skills.

didattIcare | Didattica laboratoriale per la scuola secondaria di primo grado How to be Polite Being polite means being aware of and respecting the feelings of other people. We may not always notice politeness but we usually notice rudeness or inconsiderate behaviour. This page takes a step back and covers some of the fundamentals of building and maintaining relationships with others. We provide examples of the most common behaviours that are considered polite. Politeness can and will improve your relationships with others, help to build respect and rapport, boost your self-esteem and confidence, and improve your communication skills. Many of the points raised on this page may seem obvious (in most cases they are common-sense) but all too often social manners are overlooked or forgotten. It is easy to recognise when people are rude or inconsiderate but often more difficult to recognise these traits in yourself. You can apply the following (where appropriate) to most interactions with others – friends, colleagues, family, customers, everybody! Avoid gossip. Use humour carefully.

Didattica laboriatoriale Didattica laboriatoriale ...il laboratorio è soprattutto una scelta metodologica, che coinvolge attivamente insegnanti e studenti in percorsi di ricerca, attraverso l’uso critico delle fonti. La didattica laboratoriale si basa sullo scambio intersoggettivo tra studenti e docenti in una modalità paritaria di lavoro e di cooperazione, coniugando le competenze dei docenti con quelli in formazione degli studenti. E la ricerca condotta con questo metodo è un percorso didattico, che non soltanto trasmette conoscenza, ma, molto spesso, apre nuove piste di conoscenza e produce nuove fonti documentarie. Il percorso laboratoriale non ha come fine quello di produrre una ricerca con esiti scientifici inoppugnabili, ma quello di far acquisire agli studenti conoscenze, metodologie, competenze ed abilità didatticamente misurabili. (da - La didattica laboratoriale (per un laboratorio di Storia) - ) Caratteristiche didattiche del laboratorio • Soprattutto luogo di costruzione della conoscenza.

Massi - Interactive Writing in the EFL Class: A Repertoire of Tasks The Internet TESL Journal María Palmira Massimpmassi [at] ciudad.com.arUniversidad Nacional del Comahue (Río Negro, Argentina) Writing in the EFL Situation: Theoretical Perspectives Writing plays an important role in our personal and professional lives, thus, it has become one of the essential components in university English for General Purposes (EGP) and English for Academic Purposes (EAP) curricula. Its multifarious pedagogical purposes range from reinforcement, training and imitation (generally in the early stages of instruction) to communication, fluency and learning (at intermediate and more advanced levels) (A. Raimes 1983, 1987). In this article, we will concentrate on the last three purposes, namely, communication, fluency and learning, since we consider writing as a tool for the creation of ideas and the consolidation of the linguistic system by using it for communicative objectives in an interactive way. Making Writing Interactive Group-brainstorming on a given topic(i.e. 1.

La lezione frontale non basta più | Articoli & Racconti, Direzione/Presidenza, Lezioni, Sala Prof, Studenti | Prof 2.0 Se sapessi di avere una classe di 30 e più ragazzi prima mi dispererei poi mi rimboccherei le maniche, come mi è capitato. Se il lavoro dell’insegnante fosse quello di “erogare” lezioni i numeri non conterebbero, caricheremmo le nostre lezioni sulla rete e ci risparmieremmo l’odore della classe. Se teniamo in piedi il sistema “analogico” è perché siamo convinti che insegnare sia una relazione attuale: spazio e tempo condivisi nel dinamismo della vita e delle vite, qualsiasi odore abbiano. In classi fatiscenti o belle, sovraffollate o ordinate, abbiamo sempre tre compiti dettati dalla professione: amore per ciò che si insegna (conoscenza e passione: studium), amore per il chi a cui si insegna (empatia: non sentimentalismo né psicologismo d’accatto, ma riconoscimento dello studente come soggetto di un “inedito stare al mondo” e non oggetto da cui ottenere prestazioni), amore per il come si insegna (creatività didattica che rinnova ogni lezione in base ad allievi e contesto: metodo).

GSI Guidebook The following sets of guidelines are examples that can be given to a class or group for use, or for discussion about what the students or group want in order to develop an atmosphere of mutual respect and collective inquiry. Example 1. (from the CRLT GSI Guidebook.) Guidelines for Class Participation 1. Respect others’ rights to hold opinions and beliefs that differ from your own. 2. 3. 4. 5. 6. Center for Research on Learning and Teaching

Pubblicato Ocse-Pisa sul problem solving. L'intervista ad Alfonso Molina Gli insegnanti, secondo Alfonso Molina, sono chiamati a una grande sfida: “trasformare il loro modo di stare in classe, essere sempre più direttori d’orchestra, consulenti per gruppi di ragazzi che lavorano insieme e imparano”. La giornalista Antonella De Gregorio per lo speciale del Corriere.it dedicato all’ultimo rapporto Pisa 2012 “Creative Problem Solving Students’ skills in tackling real-life problems” (Oecd 2014), ha intervistato Alfonso Molina, direttore scientifico della Fondazione Mondo Digitale e professore di Strategie delle tecnologie all’Università di Edimburgo. Il computer a scuola? Da solo non basta L’esperto: «Difficoltà crescenti, strategie, tattiche d’azione: così il computer amplia la mente». Il computer in classe non è per tutti. Utile a casa Diverso il dato statistico che analizza la situazione tra le mura domestiche, dove quasi tutti gli adolescenti (il 95%), possono contare su pc o laptop. A scuola serve a poco?

Improving Your Teaching: Obtaining Feedback Adapted from Black (2000) Center for Research on Learning and Teaching Just as students benefit in their learning from receiving your comments on their papers and assignments, you may find it beneficial in improving your teaching to receive feedback from your students. The more information that you gather about your teaching the more you can make informed changes that will be beneficial both to your students and to you as you develop as a teacher. There are several sources of information that you can use: student feedback, self evaluation, peer observation, viewing a videotape of your teaching, and consultation with a staff member at CRLT or with someone from your department. Student Feedback Receiving student feedback in the middle of the semester can help you know what you are doing that facilitates the learning of the students and it will help make you aware of any difficulties they may be having with your instruction. Get written feedback. Self Reflection Peer Observation References

Related: