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+ benefits of cooperative learning
The advantages and disadvantages of cooperative learning
Merits and demerits of cooperative learning strategies
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Influential Factors
Factors that may have influenced the findings were students being interviewed by their instructor and having students write down the laps they ran each week. While interviewing, the students were encouraged to be honest in their feelings about their experience in cooperative learning groups. Some students may have felt like they would be disappointing the instructor by answering in any type of negative way about cooperative learning groups. Students may have felt that answering in a negative way about cooperative learning groups may result in the teacher not liking them as much.
A second influential factor in the results may have been having students write their laps daily. The cooperative learning groups would record
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Using cooperative learning groups to help student to learn and apply all physical fitness principles may be a more effective way for students to learn and experience physical education in school. Students seemed to enjoy working together as a group as they typically do when playing sports and games in physical education class. Using cooperative learning groups in all aspects of the physical education class may be a more natural way for students to learn and participate in this …show more content…
After researching different student learning strategies, it became clear that cooperative learning groups may be the best way to help students to improve not only their effort but also their cardiovascular fitness. Students were organized into cooperative learning groups and over a four week period they ran laps each day and recorded how many laps they ran each week. In addition to recording the number of laps run each week, students also were tested in the 20m pacer test to see what kind of improvement would happen over the four week period. Students were also given a survey at the beginning of the research study and again as they finished up the research study to see if attitudes towards working in cooperative learning groups changed. Students also were interviewed by the researcher to further find out their feelings towards using cooperative learning groups. The results showed that cooperative learning groups did help students to improve and meet all goals in laps run and improvement in the 20m pacer test. Attitude towards using cooperative learning groups did not change much on the surveys, but were generally positive to begin with. Interviews showed that most students enjoyed working in cooperative learning groups and would like to use them in the
Learning in groups has historical roots in adult education and many adult educators use group learning as an element of their programs (ibid.). Recently, a form of group learning—cohorts—has emerged as an attractive option for administrators, instructors, and participants alike (Fahy 2002). Cohorts are usually defined as groups of students who enroll at the same time and go through a program by taking the same courses at the same time, a process that is sometimes referred to as lock step (e.g., Chairs et al. 2002; Reynolds and Hebert 1998). A cohort is much more than a structure, however (Norris and Barnett 1994). It is "a tight-knit, reliable, common-purpose group" (Drago-Severson et al. 2001, p. 15) that has foundations in group dynamics, adult development, and adult learning theory (ibid.; Nesbit 2001; Norris and Barnett 1994). This Brief highlights findings from research and theory on adult learning cohorts to examine how cohorts are structured or formed and the experience of the learning process within cohorts. Recommendations for practice are provided.
Dyson, Ben, Linda L. Griffen, and Peter Hastie. "Sports Education, Tactical Games, And Cooperative Learning: Theoretical and Pedagogical Considerations." N.p.: National Association for Kinesiology and Physical Education in Higher Education, n.d. 226-40. Print.
Incontrovertible, physical education programs are getting more attention in the last few years. They are the key to increase teenager’s physical activity levels. Moreover, there are many benefits in the physical education than just having fun, it sharpen overall cognitive abilities and motor skills via athletics. However, what those classes are really trying to promote is the inclusion of a regular fitness activity in our daily routine. Meanwhile, regular fitness activities are “Active living” day-to-day activities, for example, treadmill walking, bike riding and basic daily activities; that is what our parents and ancestors have been doing for most of their lives. These kinds of activities are what our students are not engaging in; rather they are more likely to engage in sedentary activities from playing video games and watching television (The University of Waterloo, 2009). This will, in the long term, increase the risk of virulent diseases such as diabetes, heart failure, hypertension, and even cancer. Despite all these facts, the physical education programs teaches many personal and social tools to the student, some of t...
Physical fitness is defined as being physically fit and healthy. The question that many physical educators are faced with today is; how do to get across the importance of these two factors? This is not always an easy thing to accomplish. When taking a look at the three major levels of school students go through (elementary, secondary and high school) the educator faces some sort of difficulty in teaching the five parts of fitness. This paper will give information concerning these factors and also a few ideas on how to teach these topics to students at various age groups.
Slavin, R.(1980). Cooperative Learning. Review of Educational Research, 50(2), 315-342. Retrieved May 8, 2014 from the Wilson Web database.
This is justified by the models’ ability to provide pupils with opportunities to learn about PE in depth, address different pupil interests and needs, and achieve learning outcomes across the four domains of learning – physical, cognitive, affective and social – enhancing the possibility of LTPA (Bailey et al., 2009; Hastie and Casey, 2014; Fletcher and Casey, 2014). Additionally, the models are flexible so teachers can adopt them and design teaching units to suit their specific circumstances (Hastie and Casey, 2014). From reviewing the literature, these models have been implemented and studied in PE contexts, in particular Sport Education and Cooperative Learning, and have mostly yielded positive results such as improvements in self-efficacy, positive attitudes, physical skills and understanding of strategies (Gubacs-Collins and Olsen, 2010; Casey, 2014; Casey and Goodyear, 2015). There has also been positive results from hybridising the models, for example Sport Education and Teaching Games for Understanding (TGfU) by Pritchard and McCollum (2009) and Sport Education and Cooperative Learning by Dyson
Over the past decades our culture has changes dramatically. To which our nation was once a physically active nation. Yet now it seems that society discourages physical activity. The human race has been dependent on automobiles, discouraging people to walk or bike, increasing the chance of a poor life-style. Yet there are many factors that affect the achievement and maintenance of a healthy life. Young people are growing into a diverse society, which is characterized by rapid change, inactive work and leisure practices that influence unhealthy behaviors. By incorporating physical activity into peoples daily routine will increase their chances of being healthier, reducing certain diseases and learning how to avoid injuries. Physical education helps students improve their knowledge about health issues and practices that will lead to a more enjoyable life. Students playing and working in a team together develop social skills, teamwork, achieving goals, and development of self-esteem. Overall physical education provides the potential for a better life style.
Physical education is an important area in schools today. If taught correctly, it can develop physical and mental skills as well as develop a sense of self. By participating in physical activity, a student’s skill will naturally increase to the demands placed upon it. If a student never tries then their skill will never grow. The mental skills one develops in a physical education class are proble...
Opponents of physical education in schools state that gym is not the best way to utilize students’ time. Students’ should be given the choice to participate in gym class or not because many students aren’t as athletic and don’t enjoy it enough to want to do it in school. Despite this downfall, PE is important in students’ life and even though some don’t enjoy it as much, they need it in order to be successful in life. If not, diseases and health risks could come up and it wouldn’t be robust. Ultimately, physical education provides superior benefits.
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).
... Good sportsmanship makes students respect each other, and makes the lessons and activities more enjoyable. If the students perform some skills better than others, then they could help out those who have not quite mastered the skill. This helps with the social aspect of physical education. Working in cooperative groups allows for the students to come up with strategies, strategies that will help knock down the castle or to pass the ball five times before they can score in an activity.
“Physical education plays a critical role in educating the whole student. Research supports the importance of movement in educating both mind and body. Physical education contributes directly to development of physical competence and fitness. It also helps students to make informed choices and understand the value of leading a physically active lifestyle. The benefits of physical education can affect both academic learning and physical activity patterns of students. The healthy, physically active student is more likely to be academically motivated, alert, and successful. … Throughout the school years, quality physical education can promote social, cooperative and problem solving competencies. Quality physical education programs in our
Cooperative learning (CL) has already been recognized as the effective approach in the United States, which aims to improve the efficiency of student learning and promote students ' quality of learning. With the increasing number of CL theory, research and practice, a series of positive results, CL has been widely used in the world. Although cooperative learning is encouraged in teaching, the research on this is still limited and the effect is not ideal either (Mick & Don, 2002). And, whether the CL practice is beneficial in ESL classrooms, especially in Chinese classrooms is a topic. Nowadays, Cooperative Learning has been applied in almost all schools and increasingly, in college and university contexts all over the world