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Topic on what is the future of education
Research proposal on cooperative learning
The future of education in general
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Collaborative learning is an educational approach that involves groups of learners working together to reach a consensus through negotiation to solve a problem, complete a task, or create a product (Bruffee, 1993). Learning occurs through active engagement among peers, wherein the main characteristics of collaborative learning are: a common task or activity; small group learning, co-operative behaviour; interdependence; and individual responsibility and accountability (Lejeune, 2003).
Proponents claim that learners’ academic achievement can be significantly improved with the effectiveness of use of collaborative learning. The active exchange of ideas within small groups increases interest among learners and also promotes critical thinking and deeper levels of understanding of concepts (Benware & Deci, 1984). According to Johnson & Johnson (1986), there is convincing evidence that collaborative teams achieve high level of thoughts and retain information longer than learners who work as individuals. The shared learning gives learners an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, & Russ, 1991).
The aim of this paper is to detail the teaching strategies for collaborative learning adopted for a selected group of Nanyang Technological University (NTU), 3rd year undergraduate learners. The challenges in implementing instructional scaffolding for collaborative learning and its possible remedies are also discussed.
Teaching Environment & Student Profile
As industry liaison at the School of EEE at NTU, I facilitate industry partnerships and promote entrepreneurship within the school. In the coming months, we will be launching an entrepreneurship ...
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...arize what they have accomplished and understand may be useful to gauge the timing for scaffolding removal.
Conclusion
While the traditional education stresses independence and competition, we believe that a balance between education for independence and education for teamwork needs to be forged (Kagan, 1992). This is because the commercial world increasingly demands that individuals that are able to work productively in teams and living in the interdependent world of the 21st century will require maximum development of interpersonal skills. Collaborative learning has shown to be an effective approach to realise and prepare learners to talk, listen, judge, and act on issues of common concern. The emphasis placed by collaborative learning on collective responsibility and pursuit of a common goal are well aligned with the skills and competency for the 21st Century.
The World Health Organization (2010) defines interprofessional collaboration in health care as occurring “when multiple health workers from different professional backgrounds provide comprehensive services by working with patients, their families, carers and communities to deliver the highest quality of care across settings” (p. 7) and IPE as occurring “when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (p. 7). Interprofessional collaboration is contingent on IPE; education promotes collaborative patient-centered care by strengthening communication skills and teamwork. This paper discusses the importance of interprofessional collaboration in healthcare by examining
The general purpose is to engage the students with a provided curriculum and play time for the children. Between these sessions includes various breaks where the students have time for breakfast, and lunch. The agenda is a way to better engage and develop the students through early education. The teachers plan the schedule catered to certain needs of the children, such as speech, behavioral, and psychological thoughts.
Hartman, H. (2002). Scaffolding & cooperative learning. Human learning and instruction. New York: City College of City University of New York.
The quote “None of us is as smart as all of us” by Eric Schmidt literally means that no individual possesses the same amount of knowledge that a group of people possess. The amount of knowledge that a group of people will contribute to a discussion will always be much more than what a single person would contribute and hence we are always better off as a group.
At the point when the team moves into the "norming" stage, they are starting to work all the more successfully as a team. They are no more centered on their individual objectives, yet rather are centered on building up a method for cooperating. They respect each other's opinions and value their differences. They begin to see the value in those differences on the team.
Multidisciplinary collaboration effect on clinical decision making Collaborative care is a team effort that its continuity is not possible by one person alone (Hall, Weaver, Gravelle & Thibault, 2007). Coordination, communication and working together are crucial for effective care. Multidisciplinary collaboration is defined as a complex phenomenon that is often formed between two or more people from various professional fields to achieve common goals (Houldin, Naylor, & Haller, 2004). Collaboration effect on improved patient outcomes Surveys performed by hospitals & clinics post patient disposition have shown that patients directly benefit and have better outcomes when then professionals, us, taking care of them get along and talk to each
Collaboration begins with networking, coordination, and cooperation and then requires team members to share decisions, responsibility, and trust. It requires that team members invest time and energy to come up with options and design strategies for carrying out these plans. Because collaboration requires lots of time and energy, it is impossible to make all decisions collaboratively. In some instances, the desired result can be achieved through networking, coordination, or cooperation. Working together, or collaboratively, invites participation of multiple service providers and the use of multiple resources. See the Student Stories below for examples of collaboration in action.
• Collaborative approach concerning change or difficulties When establishing and maintaining engagement, it is critical to demonstrate a collaborative approach concerning change or difficulties experienced by patients. I believe I demonstrated a collaborative approach and this can be listened to in multiple occasions (e.g. reviewing homework, discussing next steps in treatment). An analysis of literature (Anderson, 1997; Gehart, 2012) reveals that a collaborative approach toward treatment promotes a sincere working relationship with patients where their voices are equally respected and valued. I also asked the patient to reflect on the next steps in the treatment and his future goals.
Action research refers to teacher-initiated classroom investigation which is undertaken by teachers to increase their understanding of classroom teaching and learning, improve the situation in which their practice is carried out, and bring about change in their classroom practices (Kemmis & McTaggart, 1988 in Richards & Lockhart, 1996). It is small scale enquiry in classrooms, consisting of phases which recur in cycles: planning, action, observation, and reflection (Richards & Lockhart, 1996). The idea is that a teacher or group of teachers can select an issue to examine in more detail; select appropriate procedure for collecting information about the topic; collect the information, analyze it, and decide what changes might be necessary; develop action plan to bring about change in classroom behaviour; observe the effects of the action plan on teaching behaviour and reflect on its significance; and initiate a second action and so cycle if necessary (Richards & Lockhart, 1996). In other words, it is a self-reflective spiral of circles of planning, acting, observing, and reflecting and
Scarnati, J. T. (2001). Cooperative learning: make groupwork work. New Directions for Teaching and Learning, 67(Fall), 71-82.
Building self-esteem, enhancing student satisfaction with the learning experience, and promoting a positive attitude toward the subject matter are all benefits of collaborative learning. A higher degree of accomplishment takes place as a group because you essentially are a team. An example of this is a sports team. In a collaborative situation it takes every member to do his or her part in order for a situation to have a greater resolution; as where a sports team needs everybody’s individual talent to win a game. In retrospect, as a group; the contributions of our own talents can make the difference between a “win or Lose situation” it gives you a sense of competition, and knowing that you can win as a group; self esteem in one’s self is accentuated. Johnson and Johnson (1989), Slavin (1967). Another benefit to collaborative learning is based on the members of your group. Every individual in the group demonstrates their own input based on where they were born, what nationality they are so on and so on. The benefit of this is that you get a different perspective on things rather than always knowing what you know. You can take information from other cultures and add or apply it to what you already know.
The application of collaborative learning strategies is a process in which two or more students work together. Collaborative strategies will be used in planning, translating and reviewing the education process to form student learning through group-oriented activities. This source will also be useful in lesson planning to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction; how positive interdependence of collaborative learning leads to common responsibility; how collaborative learning builds students’ self-esteem, and confidence in students. This application recommends that collaborative learning strategies can be implemented with Jig-saw technique as well as in learning technology which can be accessible to all participants working in cooperative groups (Iqbal, Kousar, and Ajmal, 2011).
Often it is assumed that our source of personal knowledge stems from the core of shared knowledge, however this is a common misconception as it is only valid to a certain scope. The Ancient Japanese proverb, ' 'none of us is as strong as all of us ' ', agrees with the assumption as it can be deduced the intent of this proverb is to indicate that shared knowledge overpowers personal knowledge, and to an extent tells us personal knowledge overall leads to the formation of shared knowledge. However, the validity of this conjecture is not entirely predisposed, through the Areas of Knowledge of Mathematics and Art a bidirectional argument is formed. Shared knowledge is highly structured, is systematic in its nature and the product of more than one individual. While individuals contribute to it, shared knowledge does not depend only upon the contributions of a particular individual—there are
They can compete to see who is “best” they can work independently toward a goal without paying attention to other student, or they can work helpfully with a bestowed interest in each other’s learning as well as their own. Well, it’s depended for student who did not feel like they have learned or they have come too close to understanding. However, they are attracted with writing skills which is easy to write an assignment or essay anywhere. Usually, writer can bring in any kind of writing reflection papers, short or long essay, summaries, formal argument for any class or any subject of topics. This collaborative learning is a technique the tutor use to writer or student to impact learning in a positive way. But this discussion does not explain how collaborative learning actually works. Though these may be the areas where discussion of collaboration first appeared, it is more important to understand how the idea of collaborative learning became connected to tutoring. When, I was in tutor, I become gradually upset that students seemed to be having difficulty with the transition into writing at the college-level. Researchers looking into this problem decided that the help being offered to students was too similar to classroom learning. They needed "Not an extension of but an alternative to traditional classroom teaching" (Bruffee 86). Though collaborative learning may share some
Moccozet, L., Opprecht, W., & Léonard, M. (2009). A Collaborative Training Platform for Peer-Based Co-Construction of Knowledge and Co-Tutoring. International Journal Of Emerging Technologies In Learning, (S3), 40-45. doi:10.3991/ijet.v4s3.1100