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Essay on collaboration in the classroom
Benefits of cooperative learning in the classroom
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Action Plan: Implementing Collaborative Learning in my Classroom
Introduction
As professionals, education stakeholders expect teachers to introduce new practices and changes aimed at eliminating biases and unfairness based on students’ differences. Therefore, when I thought of a program that could address the issue of anti-bias education in my class and school, the concept of cooperative and collaborative learning came into my mind. Through cooperative and collaborative learning, students can accomplish collaborative goals, foster intergroup relationships, and deepen their understanding of different topics.
Focus
In this action plan, the area of anti-bias education that I will focus involves the practice of collaborative learning. Collaborative learning refers to a student-centered instruction whereby student work in groups to learn different subjects with the assistance of the teacher who serves the purpose of a facilitator or moderator. For example, the teacher does not drive the lesson but is on standby to assist student on areas where they experience difficulties.
I have settled on the area of collaborative learning because of the following potential benefits. It allows classmates to
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In particular, there are challenges expected to arise during the initial stages of implementation. For example, students will attempt to resists new groupings aimed at breaking their status quo based on friendships and other social affiliation. However, with adequate support we will overcome these challenges and create inclusive classrooms and school where students and teachers respect diversity and are always on the forefront to create proactive strategies aimed at breaking gender, racial, linguistic, socioeconomic, and academic divisions that isolate other students and limit equal participation in learning and
Retrieved Feb 6, 2010 from http://www.newsforparents.org/experts_. Inclusion_pros_cons.html Villa, Richard A., Thousand, Jacqueline S. (1995). Creating an inclusive school environment. Alexandria, VA: Association for Supervision and Curriculum Development. Card, Toby.
... practices could be put into action, to build towards an anti-biased curriculum and inclusive environment.
Sapon-Shevin, M. (2008). Learning in an inclusive community. In J. W. Noll (Ed.), Taking sides: Clashing views on educational issues (17th ed.) (pp.226-232). New York, NY:McGraw-Hill.
& R. Mox.sm-dyor (EiSs.). Adolescent identity formation (pp. 91-12 Peters, S. (2002) Inclusive education in accelerated and professional development schools: a case-based study of two school reform efforts in the USA, International Journal of Inclusive Education, 6(4), 287–308. Alton-Lee, A. & Co., Inc. (2003) Quality teaching for diverse students in schooling: best evidence synthesis (New Zealand, Ministry of Education), June 2003.
Slee (2001) argues that inclusive schooling demands schools to recognise all types of difference from disabilities, ethnicity, gender, class and sexuality. Furthermore, he challenges schools to accept difference, to encourage and promote flexibility thus benefiting not only the curriculum and pedagogy, but the community and students themselves (Slee, 2001).
Diversity in the classrooms will give students access to experience other cultures and learn about one another. The different races effect how varied their backgrounds might be, and it will help the teacher engage a variety of ways to manage course material (Packard, 2017). According to Packard, it is up to the teacher to help spread the learning of diversity and use it to their advantage in their classroom. Throughout the years, diversity have grown in the classrooms, but the struggle of segregation continues.
Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
Anti-bias values are based on the principles and methods of support on respect and embrace difference and take action against bias and unjust. Creating a secure, respectful and reciprocal relationship that value diversity among people. Anti-bias teaching requires critical thinking and problem solving by both children and adults. The overall objective is to create an environment of personal growth and positive group identity, through which every child will reach her or his full potential. Our goal is to empower children at all levels in this diverse and changing society. “In an anti-bias classroom, children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right” (p.
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 concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...
One aspect of progressivism to be integrated into my classroom is cooperative learning activities. Progressivism teaching methods recognize cooperative learning activities as a practical method of instruction. Working in groups was not always part of my previous education. Normally working independently has left me feeling uncomfortable and untrusting of others when working in groups. It has also left me intimidated by my peers with different racial and ethnic backgrounds. I feel that if students are frequently exposed to cooperative learning activities that they will be more trusting and more group oriented toward a unified goal. My first cooperative learning experiences in college have taught me in a short period of time that just because someone is different, does not mean that they are incompetent; additionally, learning from students is an important part of being a teacher. It is important for children to learn this lesson early in life, not until their college years.
I’m a firm believer in maximizing the educational experience through effective classroom design to maintain conflict prevention, increasing time on task and being an added tool for content material; but now I also believe effective classroom design can be used effectively to build a inclusive arena for students to learn in. By consciously focusing on improving the inclusiveness of culture into my design of the classroom, student’s can develop a stronger link to the classroom and school community. This can allow students who may have felt culturally excluded from their environment to develop a stronger connection to their learning and improve their performance not only as academic learners but as members of their school
An area of need is the knowledge students have of ethnicity before even starting school. Preferences of students such as male or female teachers, ethnicity or background have been little to never explored. Due to this, schools have little to no information on students biases created before entering a classroom. (Ouzad, Page) This in turn creates a series of dilemmas. For one a student with tendencies towards racist thoughts against Asians will probably not change his or her belief until someone convinces them to think otherwise. This could happen very early on in school or worst-case scenario...
The educational system is plagued by disparities in achievement, the absence of pedagogical reform, and inclusive curricula. When students are deprived of fair and equitable educational opportunities this hinders their ability to flourish and grow into healthy learners. Lundberg and Ornstein said it best, children develop best through a foundation of diverse education, essential elements of the Humanistic Learner Centered ideology, culturally responsive teaching, and culturally responsive curriculum development as well as, character