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Research proposal for cooperative learning
Essay on collaborative learning
Definitions, advantages and limitations of cooperative learning
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Collaborative activities are most often based on four principles.added ends added begins# The ladded endsadded beginsearner is the primary focus of instruction.added ends added begins# Interaction between teacher and students.added ends added begins#Working in groups is an important mode of learning.added ends added begins# Structured approaches to developing solutions to the real worlds problems should be incorporated into learning. added ends added beginsCollaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually.added ends added beginsMany consider Vygotsky the father of “social learning”. Vygotsky was an education rebel in many ways. Vygotsky controversially argued for educators to assess students’ ability to solve problems, rather than knowledge acquisition. The idea of collaborative learning has a lot to do with Vygotsky’s idea of the “zone of proximal development”. It considers what a student can do if aided by peers and adults. By considering this …show more content…
added beginsConsider the learning process itself as part of assessment.added endsadded begins added endsadded beginsMany studies such as those by Robert Slavin at Johns Hopkinsadded endsadded begins have considered how cooperative learning helps children develop social and interpersonal skills. Experts have argued that the social and psychological effect on self-esteem and personal development are just as important as the learning itself. In terms of assessment, it may be beneficial to grade students on the quality of discussion, engagement, and adherence to group norms. Praise younger groups for following collaborative learning standards. This type of learning is a process and needs explicit instruction in beginning stages. Assessing the process itself provides motivation for students to learn how to behave in groups. It shows students that you value meaningful group interactions and adhering to norms.added
This reading reminded me about how Vygotsky’s theory is mostly based on the interactions and influences help children to learn. I really do believe this theory is very accurate, because students can learn from each other. If a teacher is having trouble explaining a complex topic to a student, another student can explain it in more relatable way. Also, I was fascinated when I read about what cultural tools, were and how they related to Vygotsky’s beliefs. Learning about what cultural tools were, helped me to broaden my understanding of how crucial cultural tools are to student’s learning process. Also, the chapter did a great job of elaborating on how these tools can help to advance and grow in the understanding of student’s thinking process. Another aspect of this reading that interested me was the elaboration on private speech and the Zone of Proximal Development. Each of the definitions displayed help me to advance my own thinking on what it was and how it is used in regards to the education of students. The description of what private speech and how it is basically the inner narration of their thinking process helped me to understand how this aspect can help with students learning. Also, the Zone of Proximal Development helped me to make a connection to both what is and how it relates to private speech as well. The Zone of proximal development plays a crucial role in the
In considering Lev Vygotsky’s learning theories and thinking about their implications in my own future teaching as an early childhood and primary teacher, I know that Vygotsky’s connections between social interaction and cognitive development give a strong argument against the industrial methods of schooling we can see in the classroom today. My feelings as a teacher about how I want my classroom to work and how I see my role and involvement in my students’ learning mesh well with Vygotsky’s theory, especially with regard to providing meaningful, social learning experiences. I plan to work hard to apply his theories in my classroom.
Lev Semenovich Vygotsky, a Constructive Learning theorist, was born and raised in a small Russian village called Orscha. He grew up in a well-educated family, where his father was a banker. Throughout his early childhood, Vygotsky was tutored at home by a paid teacher. It wasn’t until he was a junior in high school when Vygotsky had his first experience with public schools. Vygotsky was always an exceptional student who enjoyed spending his free time writing.
Lastly, there is a zone of proximity that Vygotsky believes in. This goes along with his group aspect of learning. He believes that one learns better through life interactions. (Woolfolk, 2004) Similarities in Piaget and Vygotsky In the article we were supposed to read for class this week it says “there are seven similarities: 1) a genetic, i.e., developmental, perspective; 2) a dialectical approach; 3) a non-reductionist view; 4) anon-dualistic thesis; 5) an emphasis on action; 6) a primacy of processes over external contents or outcomes; and 7) a focus on the qualitative changes over the quantitative ones.”
In the translations of Sophocles' work, Oedipus Rex and Antigone by Dudley Fitts and Robert Fitzgerald, the two characters King Oedipus and Creon show the audience what it is like to be a tragic hero. When King Oedipus is the king of Thebes and decides to investigate his father's death, he ends up coming upon a revelation that devastates him and the people around him. In Antigone Creon ascends to the throne following Oedipus's departure, only to fall due to his tragic decisions. These two characters are both tragic heroes, which means they were high of birth and were not good nor evil, but fell due to some kind of weakness or mistake in judgment. Although Oedipus and Creon display similar hamartia, they contrast in their anagnorisis and differ
It stated that, "Sociocultural approaches to learning and development were first systematized and applied by Vygotsky and his collaborators in Russia in the 1920s and 1930s. They are based on the concept that human activities take in cultural contexts, are mediated by language and other symbol systems, and can be best understood when investigated in their historical development (John-Steiner & Mahn, 1996). " At the core of this theory, "Vygotsky focused on the way that a child co-constructs meaning through social interaction, and the role word meaning plays in the development of thinking(Mahn, 1999). " It seems as though Vygotsky's socio-cultural theory is continuous. This theory is continuous due to the emphasis it places on the need for social interaction in the growth of humans mentally, linguistically, and socially.
Lev Vygotsky developed his theory of learning in the 1920’s but it was not until the late 1960’s that his ideas about learning became popular and were used to contribute to “Constructivism” as a method of teaching. (Krause [et al.] 2010 p. p81).
The Vygotskian classroom would have a lot of group work and other interactive activities. With such, the teacher would be highly involved and interactive with the students. They would be there step by step to explain activities. While placed into groups for projects the teacher must place two students with different levels of intelligence together. The reason for this is because Vygotski believed that children learnt by
Vygotsky theory has provided educators with the ability to better understand the importance of scaffolding, which allows educators to be able to diagnose children’s learning needs and develop teaching techniques to meet them. To conclude, although Vygotsky’s theory isn’t as complete as other theories, his theory is one that is important for educators to adopt. . Reference List: Berk, L. (2013). Child development.
By using Vygotsky’s theory, educators are able to realize what a child is able to do with assistance and they can help a child develop the skills on their own. They are engaged in the discovery process, but they are receiving guidance from a more knowledgeable source.
Scarnati, J. T. (2001). Cooperative learning: make groupwork work. New Directions for Teaching and Learning, 67(Fall), 71-82.
Collaborative learning is a situation where two or more people attempt to learn something together. Dillenbourg, P. (1999). Lev Semenovich Vygotsky, (born in 1986), introduced his theory that, human development—child development as well as the development of all human kind—is the result of interactions between people and their social environments. What this states is that the development of a “higher education” is the product of comparing and contrasting ideas of others ultimately to conclude a solution to a problem as a whole or group. Everyone’s input in a collaborative situation will play a role in final solution.
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).
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).
Vygotsky believed that children learn through social interaction with adults. He also believed that dialogue with others help a child in promoting cognitive development. Adults, teachers and peers have major impact on the child development of mental processes.