Math Homework And Remembering Grade 4 latest 2023

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Cooperative Learning

Cooperative learning actually involves having students work in groups or groups. Instead of the traditional teaching style, students interact with each other and build on their school relationships. In the week 4 lecture, it says: “Cooperative learning teaches students to be a functional member of a team, with not only individual responsibilities, but also group responsibilities” (week 4, 2005 ). This is an important learning style to incorporate into lessons as it reinforces classroom communication skills. These skills will become the basis of their adult relationships. In order to better understand cooperative learning, the main theorists and bases of this subject must be explored.

Thanks to the Internet and the vast majority of sites on this subject, teachers can quickly implement this information in their classroom. By going to Google and typing in “Cooperative Lesson”, 826,049 sites can be viewed. The main idea behind the 10 most popular sites is “What is cooperative learning” and “How can teachers implement it in the classroom”. The most valuable site found on this topic is http://edtech.kennesaw.edu/intech/cooperativelearning.htm. This site is called “Cooperative Learning” and contains a dozen links that will help a teacher grasp this style. The consensus of this site indicates cooperative learning.

is a successful teaching strategy in which small teams, each with students of varying ability levels, use a variety of learning activities to enhance their understanding of a topic. Each member of a team is responsible not only for learning what is taught, but also for helping their teammates learn, thereby creating an atmosphere of achievement. Students work on the assignment until everyone in the group understands and completes it (Cooperative Learning, 2005).

Learning to use cooperative learning in the classroom is a must for teachers because of the communication and social relationships it can develop for students. These social communications and relationships are best understood by comparing and contrasting major cooperative learning theorists.

In Johnson’s models, Johnson and Holubec explain, “The five benefits of cooperative learning are interwoven into five basic principles: 1) positive interdependence, 2) simultaneous interaction, 3) individual responsibility, 4) interpersonal and small group learning skills, and 5) thinking and planning” (University of Phoenix, 2002). These five basic principles seem to be the basis of cooperative learning. These theorists understood that children must learn to work together and get to know each other in a non-competitive environment.Some of the interesting facts about these theorists are the “sink or swim” philosophy, the idea of ​​mutual purpose and assigned roles (Principles of Cooperative Learning, 2005) Johnson, Johnson, and Holubec seem to have grasped the updated version of cooperative learning in the classroom, and their methods and ideas are more conservative than other theorists and tend to be more accessible to teachers.

Dr. Robert Slavin’s approach to cooperative learning is more based on meeting individual student needs. He developed the Student Teams and Success Division, STAD. His theory was also based on 5 different ideas, just like Johnson, Johnson and Holubec. The five components are classroom presentation, teams, quizzes, individual improvement scores, and team recognition (Cooperative Learning in a New Direction, 2005). The difference between Slavic’s earlier theory and the theorists present before is his concern for teachers’ lack of experience in this subject and how the subject might not meet all expectations. This theorist strongly believed that high-risk students and special education students would benefit the most from cooperative learning (Dr. Robert Slavin on Cooperative Learning, 2005). In reality, this man’s theory was a good basis, but his lack of experience with today’s needs somewhat discredits his thinking. In the reading, it seems that this doctor presented the lack of vision of a world where teachers are highly educated and there is a melting pot of students in a classroom, which is the major difference between theorists .

Dr. Spencer Kagan has

Two important points to make: (1) The world is not only competitive, and in some important respects becoming less so; (2) I do not advocate the exclusive use of cooperative learning methods, but rather a healthy balance between cooperative, competitive, and individualistic classroom structures to prepare students for the full range of social situations (Ten Frequent Questions, 2005).

When reading this theory, a more liberal view of cooperative learning comes to mind. When trying to find a specific number of steps by this theorist, it is impossible because there are too many to count or write in a single article. Basically, this style focuses on “the emphasis on positive interpersonal peer relationships, equality, self-esteem, and achievement.” These different concepts are accompanied by different objectives such as “creating a team spirit and positive relationships between students; information sharing; Critical mind; communication skills; and mastery (learning/memorizing) of specified material” (Spencer Kagan’s Positive Learning Structure, 2005). Contrary to the simple 5 steps of the last theorists, a teacher should gather the information according to his pupils. The teacher should explore many different avenues and use the information according to her best judgment.

In conclusion, Johnson, Johnson, and Holubec laid the foundation for cooperative learning in the classroom. Their theory is easy to understand and can be easily implemented in the classroom. Overall, cooperative learning is important because it links communication with social skills, something every student should develop. It is easy to compare and contrast different theorists because each has a different idea of ​​what cooperative learning really is. The cooperative learning style has been developed and redeveloped by many theorists; it just depends on the learning style of the teacher to determine the best approach to this method.

Reference:

Cooperative learning. (2005). Retrieved May 31 from [http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] .

Cooperative learning in a new direction. (2005). Retrieved May 31 from [http://www.findarticles.com/p/articles/mi_qa3673/is_199610/ai_n8745987#continue] .

Dr. Robert Slavin on cooperative learning. (2005). Retrieved June 5 from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/slavintrns.htm.

Principles of cooperative learning. (2005). Accessed May 29 http://www.csudh.edu/dearhabermas/cooplrn.htm.

Spencer Kagan’s Positive Learning Structure. (2005). Retrieved June 6 from http://www.jalt.org/pansig/PGL2/HTML/Nakagawa.htm.

Ten frequently asked questions. (2005) Retrieved June 5 from [http://courseweb.tac.unt.edu/overall/CECS4100/Resources/CoopLearn/10Questions.html] .

Conference of the week 4. (2005). Mat 532 Week 4 Lecture. Shannon Miller.

University of Phoenix (ed.). (2001). Curriculum construction and evaluation: science and mathematics. [University of Phoenix Custom Edition e-text]. Boston, MA: Pearson Custom Publishing.

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