Wednesday, 11 November 2015
Sunday, 8 November 2015
online assignment
COOPERATIVE LEARNING
INTRODUCTION
Cooperative
learning is an
educational approach which aims to organize classroom activities into academic
and social learning experiences. There is much more to Cooperative Learning
than merely arranging students into groups, and it has been described as
"structuring positive interdependence." Students must work in groups to
complete tasks collectively toward academic goals. Unlike individual learning,
which can be competitive in nature, students learning cooperatively can
capitalize on one another’s resources and skills (asking one another for
information, evaluating one another’s ideas, monitoring one another’s work,
etc.). Furthermore, the teacher's
role changes from giving information to facilitating students' learning Everyone succeeds when the group
succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks
as intellectually demanding, creative, open-ended, and involve higher order
thinking tasks. Five essential elements are identified for the successful
incorporation of cooperative learning in the classroom. The first and most
important element is Positive Interdependence. The second element is individual
and group accountability. The third element is (face to face) promotive
interaction. The fourth element is teaching the students the required
interpersonal and small group skills. The fifth element is group processing. According to Johnson and Johnson's
meta-analysis, students in cooperative learning settings compared to those in
individualistic or competitive learning settings, achieve more, reason better,
gain higher self-esteem, like classmates and the learning tasks more and have
more perceive
Cooperative
Learning
Cooperative learning is a teaching method where students of
mixed levels of ability are arranged into groups and rewarded according to the
group's success, rather than the success of an individual member. Cooperative
learning structures have been in and out of favor in American education since
the early 1900s, when they were introduced by the American education reformer
John Dewey. Cooperative learning is sometimes thought of simply as 'group
work,' but groups of students working together might not be working
collaboratively.
ELEMENTS OF COORPORATIVE
LEARATIVE LEARNING
·
Students must fully
participate and put forth effort within their group
·
Each group member has
a task/role/responsibility therefore must believe that they are responsible for
their learning and that of their group
Face-to-face promotive
interaction
·
Members promote each
other's success
·
Students explain to
one another what they have or are learning and assist one another with understanding
and completion of assignments
Individual and group
accountability
·
Each student must
demonstrate mastery of the content being studied
Social skills
·
Social skills that
must be taught in order for successful cooperative learning to occur
·
Skills include
effective communication, interpersonal and group skills
·
Leadership
·
Decision-making
·
Trust-building
·
Friendship-
development
·
Communication
·
Conflict-management
skills
Group processing
·
Group processing
occurs when group members (a) reflect on which member actions were helpful and
(b) make decision about which actions to continue or change.
·
The purpose of group
processing is to clarify and improve the effectiveness with
Advantages
It has
been shown to have a positive effect on student learning when compared to
individual or competitive conditions
It
has the potential to produce a level of engagement that other forms of learning
cannot
Students
may explain things better to another student than a teacher to a class.
Students learn how to teach one another and explain material in their own words
Questions
are more likely to be asked and answered in a group setting
Positive
interdependency is achieved as individuals feel that they cannot succeed unless
everyone in their group succeeds
Interpersonal
and collaboration skills can be learned in a cooperative learning activity
Cooperative
learning has the potential to meet more learning style needs more of the time
than individualized direct instruction
Sends
the symbolic message that the class is egalitarian and classless
Higher
ability students are in a position to be experts, leaders, models and teachers;
lower ability students get the benefits of having higher ability students in
their group.
Disadvantages
A
burden is making the students responsible for each other’s learning apart from
themselves
One study showed that in groups of mixed
ability, low-achieving students become passive and do not focus on the task
Depending on an individual’s motivation
and interest on a particular subject that will determine how well they would
learn
The goal of scaffolding is for students
to become independent and able to think by themselves, without the help of
others
High stakes create increased chances
for conflict and therefore need for conflict resolution skills
It is difficult for the teacher to be
sure that the groups are discussing the academic content rather than something
else.
Higher ability students may not
experience the stimulation or challenge that they would with other higher
ability students.
Lower ability students may feel
perpetually in need of help rather than experiencing the role of leader or
expert relative to the others in their group
Conclusions
Cooperative learning was
an effective strategies for teaching educational technology course to preserves
teacher in the initial teacher training programme. Students studying with
cooperative learning strategies scored significantly higher than students
studying with a traditional whole class direct instructional approach. It can
be shown by the higher achievement scores in Practical Tests and Individual
Assignments and the more frequent use of media. This was consistent with many
of the research studies that cooperative learning condition was more elective
than traditional individualistic learning condition.
LESSON PLAN
Preliminary details
Name of the Teacher : Sumi.
S Standard : VIII
Name of the School : C.A.M.H.S,
Salempuram Div : A
Subject : Social Science Strength : 14/15
Unit : {]mNo\ XangIw Period : 4
Lesson : kmaqlnI PohnXw Duration : 35 min
Date : 28-07-2015
Learning Outcomes
Cu ]mT-`mKw
]Tn-¨p-I-gn-ªm Ip«n Xmsg-¸-d-bp¶ Ign-hp-IÄ t\Sm³ {]m]vX-\m-Ipw.
·
]g-´-angv ]m«p-I-fn ]cm-aÀin-¡p¶ XnWI-sf-¡p-dn¨v
hnh-cn-¡p-hm³ Ignbpw
·
{]mNo\ Xan-g-Is¯ kaq-lnI PohnXw cq]-s¸-Sp-¯p-¶-XnÂ
XnW-I-fpsS ]¦p-IÄ Fs´-Ãm-am-sW¶p Is¯pw
·
XnW-I-fpsS {]tXy-I-X-I-fpsS ASn-Øm-\-¯n AhsS
Xcw-Xn-cn-¡m³ Ignbpw
·
{]mNo\ Xan-g-I¯nsâ Ncn{Xw a\-kn-em-¡m³ Ignbpw
·
XnW-I-fnse kaq-lnIPohnXw A]-{K-Yn-¡m³ Ignbpw
·
`q{]-Ir-Xn-bpsS ASn-Øm-\-¯n XnW-Isf Xcw-Xn-cn-¡p¶p
·
Ipdp©n
·
]mssÃ
·
apssÃ
·
acpXw
·
s\bvXÂ
Content
Analysis:
Terms
: Ipdn©n,
]msÃ, apsÃ, acpXw, s\bvXÂ, shSv¨n.
Facts
: {]mNo\ Xan-g-Is¯ kaq-lnI PohnXw
cq]-s¸-Sp-¯p-¶-Xn XnW-I-Ä¡v {][m\ ]¦p-m-bn-cp-¶p
o
`q{]-Ir-Xn-bpsS ASn-Øm-\-¯nemWv XnW-Ifnse kaq-lnIPohnXw
cq]-s¸-«n-cp-¶-Xv.
o
`q{]-Ir-Xn-bpsS ASn-Øm-\-¯n XnW-Isf A©mbn
Xcw-Xn-In-¡p¶p
o
Ipdp©n, ]mssÃ, apssÃ, acpXw, s\bvXÂ F¶n-§s\
Xcw-Xn-In-¡p¶p
o
Hmtcm XnW-I-fntebpw P\-§Ä Ah-c-h-cpsS
`q{]-Ir-¯n-¡-\p-tbm-Py-amb sXmgn-ep-I-fn GÀs¸-«n-cp-¶p.
o
Imen k¼¯v hÀ±n-¸n-¡p-¶-Xn-\mbn I¶p-Im-en-Isf
]nSn-s¨-Sp-¡p¶ k{¼-Zmbw \ne-\n-¶n-cp-¶p.
o
ImSpw aebpw \ndª {]tZ-i-am-bn-cp¶p Ipdp-©n.
o
]pÂta-Sp-IÄ apssÃ-bn-e-bnse `q{]-IrXn Bbn-cp¶p
o
Irjn-¡-\p-tbm-Py-amb hbÂ{]-tZ-i-am-bn-cp¶p acpXw
o
Hc--{]-tZ-i-amb ]msse \nc-¯p-I-fm-bn-cp¶p
o
s\bvXÂ Xoc-{]-tZi `q{]-IrXn Bbn-cp¶p
Concept :
{]mNo\
XangIs¯ kmaqlnI PohnXw
Pre
– requisites :
{]mNo\ XangIs¯ kmaqlnI PohnXhpw XnWIsf¡pdn¨pw Ip«nbv¡v
ap¶dnhv DavSmbncp¶nÃ..
Teaching
Learning Resources
A[ym]IklmbnIIÄ,
NmÀ«v, BIvänhnän ImÀUv
Introduction of
the Lesson
A[ym-]nI
¢mkn-te¡v IS-¶p-h-cp-¶p. A²ym-]nI Ip«n-Isf A`n-hmZyw sN¿p-¶p. Ip«p-IÄ Xncn-¨pw.
XpSÀ¶v Ip«n-I-fp-ambn kulr-Z-kw-`m-jWw \S-¯p-¶p. XpSÀ¶v Ignª ]mT-`m-K-hpam-bpÅ
Bi-b-§Ä Ah-X-cn-¸n-¡p-Ibpw AXn-eqsS ]mT-`m-K-t¯¡v sN¿p-¶p.
Development of the Lesson
|
Content
|
Classroom Interaction
Procedure (Process)
|
Pupil response
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{]mNo\
Xan-g-Is¯ kaq-lnI PohnXw cq]-s¸-Sp-¯p-¶-Xn XnW-I-Ä¡v {][m\ ]¦p-m-bn-cp-¶p
`q{]-Ir-Xn-bpsS
ASn-Øm-\-¯n XnW-Isf A©mbn Xcw-Xn-cn-¡p¶p
ImSpw aebpw
\ndª {]tZ-i-am-bn-cp¶ Ipdp-©n-bnse apJy sXmgn th«-bm-Sepw h\hn-`h
tiJ-c-W-hp-am-bn-cp¶p.
apssÃ-bnse
{]IrXn ]p taSp-IÄ Bbn-cp¶p. {][m\ sXmgn Irjn I¶p-Imen hfÀ¯Â Bbn-cp-¶p.
hc
{]tZ-i-amb ]msse \nc-¯p-IÄ Bbn-cp-¶p.
hb {]tZiw
Bbn-cp¶p acp-Xw. Irjn-bm-bn-cp¶p {][m\ sXmgnÂ.
Xoc-{]-tZiw
Bbn-cp¶ s\bvX-ense P\-§Ä aÕy _Ô-\-¯nepw D¸p-m-¡enepw GÀs¸-«p.
Group Activity
|
\mw C¶v ]Tn-¡m³ t]mIp-¶Xv {]mNo\ Xan-g-Is¯
kmaq-lnI Pohn-X-s¯-¡p-dn-¨m-Wv. F´mWv Cu kmaq-lnI PohnXw F¶p ]d-ªmÂ? Icn.
\n§Ä XnW F¶v Fhn-sS-sb-¦nepw tI«n-«ptm? F¦n {]mNo\ Xan-g-Is¯ kaq-lnI PohnXw
cq]-s¸-Sp-¯p-¶-Xn XnW-I-Ä¡v Bbn-cp¶p {][m\ ]¦v. Cu XnW-Isf A©mbn
Xcw-Xn-cn-¨ncp¶p. `q{]-Ir-Xn-bpsS ASn-Øm-\-¯nembn-Ip¶p XnW-Isf A©mbn
Xcw-Xn-cn¨n-cp-¶-Xv. GsXm-s¡-bmWv A©v XnWIÄ F¶p t\m¡mw.
Ch
Hmtcm¶pw \ap¡v hni-Z-ambn t\m¡mw.
BZy-t¯-XmWv
Ipdp-©n. BZyw Xs¶ ]d-ªntà Hmtcm XnW-Ifpw `q{]-Ir-Xn-bp-ambn
_Ô-s¸-«n-cn-¡p-¶p-sh-¶v. Ipdpªn ImSpw aebpw \ndª {]tZ-i-am-bn-cp¶p.
AXp-sIm-p-Xs¶ Ipdp-©n-bnse P\-§-fpsS apJy sXmgn thtS-S-bm-Sepw h\-hn-`h
tiJ-c-W-hp-am-bn-cp¶p. Fs´-Ãm-am-bn-cn¡mw h\-hn-`-h-§Ä AhÀ tiJ-cn-¨n-cp-¶Xv?
]pÂta-Sm-bn-cp¶p
apssÃ-bpsS `q{]-tZ-iw. ]pÂta-Sp-I-fn Irjn sN¿m³ Ign-bn-Ãm-bn-cp-¶p.
]pÂta-Sp-I-fn I¶p-Imen hfÀ¯Â Bbn-cp¶p {][m\ sXmgnÂ. IqSmsX I¶p-Imen k¼¯v
hÀ±n-¸n-¡p-¶-Xn-\mbv I¶p-Im-en-Isf ]nSn-s¨-Sp-¡p¶ k{¼-Zmbw \ne \n¶n-cp-¶p. Cu
k{¼-Zmbw shSn©n F¶-dn-b-s¸-Sp-¶p.
asämcp
XnWbmn-cp¶p ]msse. hc {]tZ-i-amb ]msse \nc-¯p-IÄ Bbn-cp-¶p. AhnsS tImjntbm
I¶p-Imen hfÀ¯tem km[y-am-hp-I-bn-Ãmbn-cp¶p. AXp-sImp Xs¶ I¶p-Im-en-I-hÀ¨-bnÂ
Bbn-cp¶p {][m-\-ambpw ]mssà P\-§Ä GÀs¸-«n-cp-¶-Xv.
hbÂ
{]tZiw Bbn-cp¶p acp-Xw. F¦n acp-X-¯nse P\-§-fpsS sXmgn F´m-bn-cn¡mw? AsX
Irjn-bm-bn-cp¶p {][m\ sXmgnÂ. Icn-¼v, s\Ãv F¶nh Irjn sNbvXn-cp¶p F¶p
]d-bp-¶p. IqSmsX A¡m-es¯ IÀj-IÀ Ccp-¼p-sIm-p-ff Ie¸ D]-tbm-Kn-¨n-cp-¶p.
s\bvX-ensâ
`q{]-tZiw F§-s\-bp-f-f-Xm-bn-cn¡pw? s\bvX Xoc-{]-tZiw Bbn-cp¶p F¦n ]d
s\bvX-ensâ P\-§-fpsS {][m\ sXmgn Fs´-Ãmambncn¡pw? ]ns¶ Fs´Ãmw sXmgnÂ: ao³
]nSp-¯hpw D¸p-m-¡epw Bbn-cp¶p {][m-\-sXm-gn-ep-IÄ. D¸-f-§-fn sI«n-\nÀ¶p¶
ISÂsh-ffw hän-¨mWv D¸p-m-¡n-bn-cp-¶Xv
Ch-sbÃmw
DÄs¸-Sp¯n \½p-s¡mcp NmÀ«v t\m¡mw.
Ip«nIsf
A©v {Kq¸p-I-fmbn Xcw Xncn-¡p-¶p. Hmtcm group\pw Hmtcm XnW-I-fp-tSbpw t]c-S-§nb cardIÄ \ÂIp¶p. AXn N¶n-cn-¡p¶
XnW-I-fpsS {]tXyIX-IÄ Fgp-Xm³ ]d-bp-¶p. Hmtcm-cp-¯cpw FgpXnb Bi-b-§Ä
hmbn-¸n¡p¶p. hmbn-¡p¶ Hmtcm {]tXy-I-Xbpw A²ym-]nI Hcn-¡Â¡qSn hnh-cn-¡p-¶p.
|
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Consolidation
apIfnÂ
]d-ªn-cn-¡p¶ Imcy-§Ä Hcn-¡Â¡qSn ]cm-aÀin-¡p¶p.
XnW-I-sf-¡p-dn-¨mWv \mw ]Tn-¨Xv.
XnW-Isf A©mbn Xcw-Xn-cn-¨ncp¶p. Hmtcm XnW-I-fp-tSbpw {]tXy-I-X-IÄ Hcn-¡Â¡qSn
]d-ªp-s¡m-Sp-¯p-sImv ¢mkv Ah-km-\n-¸n-¡p-¶p.
Review Questions.
1. XnW-Isf
F{Xbmbn Xcw-Xn-cn-¨ncp¶p.?
2. GsX-Ãm-amWv
XnW-IÄ?
3. Ipdn-©n-bpsS
{]tXy-I-X-IÄ Fs´-Ãm-amWv?
4. ]msse-bpsS
{]tXy-I-X-IÄ Fs´-Ãm-amWv?
5. apssÃ-bpsS
{]tXy-I-X-IÄ Fs´-Ãm-amWv?
6. acp-X-¯nsâ
{]tXy-I-X-IÄ Fs´-Ãm-amWv?
7. s\bvX-ensâ
{]tXy-I-X-IÄ Fs´-Ãm-amWv?
Post Lesson Activities
1) tNcpw]Sn
tNÀ¡pI.
|
A
|
B
|
|
Ipdp©n
|
hc {]tZ-iw
|
|
apssÃ
|
Xoc-{]-tZiw
|
|
]mssÃ
|
]pÂtaSp-IÄ
|
|
acpXw
|
ImSpw aebpw
|
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s\bvXÂ
|
hb {]tZiw
|
2) XnW-I-fnse
kmaq-lnI PohnXw cq]-s¸-Sp-¯p-¶-Xn `q{]-IrXn hln¨ ]¦v hnh-cn-¡p-I.
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