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Cooperative and collaborative learning( Think pair-share, jigsaw classroom, the learning circle)

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Online assignment

  1. 1. 1 TOPIC: COOPERATIVE LEARNING AND COLLABORATIVE LEARNING (THINK-PAIR- SHARE, JIG-SAW CLASSROOM, THE LEARNING CIRCLE) SUBMITTED TO SUSHAMA PRABHA.L LECTURER IN NATURAL SCIENCE SUBMITTED BY RAMZIYA.PH NATURAL SCIENCE SUBMITTED ON 29/07/2015
  2. 2. 2 INDEX Sl no: Contents Page no: 1 Introduction 3 2 Cooperative learning 4 3 Jigsaw classroom 5 4 Think-pair-share 6 5 Collaborative learning 8 6 The learning circle 9 7 Conclusion 11 8 Reference 12
  3. 3. 3 INTRODUCTION Modern instructional approaches like cooperative learning and collaborative learning helps to deliver the teaching learning process effectively. Cooperative learning is educational approaches which aim to organize classroom activities into academic and social learning experience. These are a great number of cooperative learning techniques available. Among them easy to implement structures are Think-pair-share and Jigsaw. Learning collaborative learning is a situation in which two or more people learn or attempt to learn something together. The learning circle has been used to describe a group effort with clear links to social change.
  4. 4. 4 COOPERATIVE LEARNING Cooperative learning is an instructional method that encourages the student to work in groups to master material presented by the teacher. It is a kind of teaching learning strategy in which students learns together and complete common goals. In this method students listen, argue, discuss, explain and teach in their effort to teach each other and master the academic content presented by the instructor. Group members are responsible for making sure all members understand the material. Cooperative learning method helps students to learn from each other by creating small mixed group towards a common purpose in academic subjects, both in classroom and in other environment. It increases self confidence and communication skills of the individual, strengthen power of solving and critical thinking and student participation in the process of education. The important cooperative learning techniques are think-pair- share and jigsaw learning.
  5. 5. 5 THINK-PAIR-SHARE The learning activity involves explaining answers/ideas to another student. The instructor poses a question to the class. Students write to response and then share it with a student nearby. Students clarify their positions and discuss points of agreement and disagreement. The instructor can use several answers to illustrate important points or facilitate a whole class discussion. 1. Instructor poses questions to class 2. Students write a response(1-2minutes) 3. Students pair up with another student nearby 4. Each student explains his/her response to the other. 5. If they disagree, each clarifies his/her position and determine how/why they disagree Why use it? 1. Keep students engaged in large classes 2. Prime students for whole class discussion 3. Target key concepts for review 4. Enhance students metacognition -they become more aware of gaps in their thinking 5. Student responses are feedback to the instructor about how they are making sense of the material.
  6. 6. 6 JIGSAW CLASSROOM The jigsaw classroom is very simple to use. If you are teacher, just follow these steps: 1. Divide students into 5-or 6 person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability. 2. Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group. 3. Divide the day’s lesson into 5-6 groups. For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin’s death. 4. Assign each student to learn one segment, making sure students have direct access only to their own segment. 5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.
  7. 7. 7 6. Form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups, time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group. 7. Bring the students back into their jigsaw groups. 8. Ask each student to present his or her segment to the group. Encourage others in the group to ask questions for clarifications. 9. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it’s best for the group leader to handle this task. Leader can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it. 10. At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.
  8. 8. 8 COLLABORATIVE LEARNING Collaborative learning is a situation, in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work). Collaborative learning activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities. Collaborative learning is based on the following principles: 1. Working together results in a greater understanding than would likely have occurred if one had worked independently. 2. Spoken and written interactions contribute to this increased understanding. 3. Participation is voluntary and must be freely entered into. 4. Some elements of understanding are unpredictable. Collaborative learning group will experience different stages of interaction as they to work together to complete a project,
  9. 9. 9 They are:  Forming- getting to know each other.  Storming-struggling to determine how they will work together.  Norming- hopefully finding their niche within the team.  Performing- completing the project THE LEARNING CIRCLE It is highly interactive, participating structure for organizing group work. The goal is to build, share, and express knowledge through a process of open dialogue and deep reflection around issues or problems with a focus on a shared outcome. Online Learning Circles are teams of distance learners who use technology to acquire a deeper understanding of areas of shared interest. Models of Learning Circle Model:1 Open Agile Learning Circle Includes four steps and four capacities It is an agile system of project and team management. In the open agile system the learning circle is simple and practical
  10. 10. 10 model of effective learning, this model describes learning as a series of four steps: The four steps in the learning circle are reflection, learning, planning and action. Four capacities: Openness, Search, Love for the work, Guidance. Model: 2 Distributed Leadership and Collective Responsibility A learning circle is a form of distributed learning and distributed leadership. It has been an essential part of recent school reform approaches. No single person is teaching the group, but rather the task of leading, teaching and learning is distributed among all the participants.
  11. 11. 11 CONCLUSION The modern instructional strategies increase student’s engagement and achievement. It can boost self esteem and school attitude and fosters acceptance of students with diverse needs. It helps to develop consideration and cooperation. All these techniques refers to students working together to accomplish a common goal or purpose.
  12. 12. 12 REFERENCE 1) Teaching of science – M.S. Yadav 2) https://www.teachingchannel.org/-

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