| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "COOPERATIVE LEARNING": |
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Cooperative Learning, 2002.
A discussion of cooperative learning including its history, the current status of the theory and a classroom implementation plan.
6,969 words (approx. 27.9 pages), 18 sources, MLA, $ 157.95
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Abstract
This paper examines the concept of cooperative learning, the instructional use of small groups in which students work together to maximize their own and each other's learning through reaching shared goals. Through a literature review it evaluates the advantages of cooperative learning over competitive learning, grades, test scores, etc. and other methods. It looks at the general theory and provides a general implementation plan for applying it to today's classroom.
Outline
Introduction
History of Cooperative Learning
Current Status of Cooperative Learning Theory
Specifying the Precise Elements of Cooperative Learning That Maximize Learning Outcomes
Distinguishing Cooperative Learning Methods From Other Methods
Implementation of Cooperative Learning Strategies in The Classroom
The General Implementation Plan
Specific Example of Classroom Lesson
Summary
From the Paper
"It should be noted that structures can be used over and over again. They can also be used with almost any subject area and in a variety of grade levels. Every structure incorporates positive interdependence, individual accountability, and simultaneous interaction. Further, it is important that teachers understand that in terms of implementing cooperative learning strategies, these instructional models should not take over the whole classroom. There should still be individualized instruction throughout the day; however, all students can benefit in some way by listening to and working with others during at least some of the class period."
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Direct Instruction and Cooperative Learning, 2005.
This paper evaluates direct instruction and cooperative learning and provides the strategies used in both educational approaches.
3,915 words (approx. 15.7 pages), 32 sources, APA, $ 106.95
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Abstract
This paper explains that the components of direct instruction include explicit step-by-step teaching procedures, student mastery, immediate feedback, practice and gradual withdrawal from teacher direction. The author points out that cooperative learning is a diverse group of instructional methods in which small groups of students, usually grouped so higher-achieving group members can assist students who are having academic difficulty, work together and aid each other in completing academic tasks. The paper relates that, although there have been issues of research flaws, in general, cooperative learning overwhelmingly has been found to be effective and generally accepted as a viable approach; whereas, direct instruction has received criticism for its ineffectiveness in the classroom and even has been deemed to be harmful to all children. Table of Contents Introduction Direct Instruction Direct Instruction Strategies Cooperative Learning Cooperative Learning Strategies Comparison/Contrast
From the Paper
"Scholars have also focused on processes within cooperative learning groups that seem to be related to academic success. Webb (e.g., 1982, 1983, 1985) conducted a series of influential studies that examined relationships between aspects of peer interaction and achievement. Webb's (1989, 1991) reviews of these and similar studies indicated that giving explanations was positively associated with achievement. However, the effect of receiving help varied. "Receiving explanations is sometimes helpful, receiving information has mixed effects (or no effect), and receiving only the answer is harmful." Receiving a lower level of help than is requested is also harmful. Johnson and Johnson (1985) concluded from a meta-analysis of their studies that the process of elaborative rehearsal of the material, support from team members, and "constructive controversy" among students increase the achievement benefits of cooperative learning. "
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Cooperative Learning, 2004.
This paper discusses the teaching method called cooperative learning.
790 words (approx. 3.2 pages), 4 sources, MLA, $ 28.95
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Abstract
This paper reviews three cooperative learning models, which are relatively easy to implement in any classroom setting, require little or no extra cost, encourage students from a wide variety of backgrounds to interact ,and enable students with varying academic performances to collaborate and potentially improve individual performance. The author points out that the Johnson and Johnson ?Learning Together? program, one of the earliest models of cooperative learning, designed in the mid-1960s, has shown to have the most positive results in clinical studies. The paper states that cooperative learning has the potential to improve social skills and to re-introduce teamwork into the competitive classroom; moreover, the success of cooperative learning shows that teamwork does not undermine individual achievement.
From the Paper
"Slavin?s Student-Teams-Achievement Division (STAD) and Teams-Games-Tournament (TGT) are similarly structured. Both models use mixed-ability teams that work together to master the material using a wide variety of methods. However, STAD includes a quiz or test at the end of each learning unit, while TGT includes an end-of-the-week tournament. Each group receives points based on performance in the tests or tournaments. Unlike Learning Together, STAD and TGT include competition between groups to motivate and encourage students to work together. Therefore, Slavin?s models would work well in larger classrooms in which many groups could be formed."
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Cooperative Learning, 2007.
This paper explores the advantages and disadvantages of cooperative learning.
1,225 words (approx. 4.9 pages), 5 sources, APA, $ 41.95
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Abstract
This paper discusses the advantages and disadvantages of cooperative learning, an educational method that aims to let the student experience learning not only with the teacher, but with other students as well. The paper describes the goals of cooperative learning, including the very positive aspects of this approach. Additionally, the negative aspects of cooperative learning, which can become impediments to student learning and the teacher's role, are also presented. The author concludes that these conflicting findings in the literature suggest that as a new technique in teaching, cooperative learning still has a long way to go in making a significant improvement to a student's educational development.
From the Paper
"Defined as an "instructional method in which students work in small groups to accomplish a common learning goal under the guidance of the teacher," cooperative learning has been applied to educational institutions for its advantages, such as increased interaction among students, collaborative learning, and development of students' interpersonal and group skills as they accomplish a particular task or activity (Lin, 2006:34-5). In the texts that follow, the researcher provides an in-depth discussion and analysis of the advantages and disadvantages that cooperative learning has with regards to student learning and as a teaching method."
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Cooperative Learning, 2002.
Using cooperative learning with emotional disturbed children to promote positive social skills.
2,400 words (approx. 9.6 pages), 8 sources, $ 89.95
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Abstract
This paper examines the cooperative learning theory in respect to children who suffer from some form of emotional disturbance. This paper takes three key parts: A discussion of emotional disturbances in children, a discussion of cooperative learning theory, and a discussion of how cooperative learning theory can be implemented in schools.
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Cooperative Learning in Special Education, 2005.
An in-depth look at cooperative learning in special education and how it impacts the performance of special education students.
5,002 words (approx. 20.0 pages), 26 sources, APA, $ 126.95
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Abstract
This paper examines the impact that cooperative learning has on special education students by doing case studies on three students who were placed in a cooperative learning setting for at least half of each school day. It examines the problem, delves into a literature review to see what has already been said and then takes a first hand look at it through the academic achievement records of the three special education students. The paper determines that cooperative learning is a positive tool in the education of special education students across the board.
Outline
Abstract
Statement of Problem
Hypothesis
Literature Review
Methodology
Analysis
Conclusion
From the Paper
"In another study the question of cooperative learning and special education students was addressed. "This study reports new analyses from an earlier study by Antil, Jenkins, Wayne, & Vadasy (1998) in which 21 general education classroom teachers were interviewed about their use of cooperative learning. We report teachers' perceptions of how cooperative learning benefits special education and remedial students, the percentage of these Students who consistently participated in classroom cooperative learning activities, its efficacy for these students, and the kind of modifications teachers made for students with special needs: Teachers were generally positive about cooperative learning's efficacy for students with learning problems, while acknowledging that it worked better for some students than others. "
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Cooperative Learning and English Language Learners, 2004.
Presents an overview of why cooperative learning strategy is a preferred instructional strategy in linguistically diverse classrooms.
4,062 words (approx. 16.2 pages), 4 sources, APA, $ 109.95
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Abstract
This research paper begins with an introduction to cooperative learning strategy. The author then chose three articles that show how research over the years examine the way cooperative learning in bilingual classrooms benefits limited English proficient students and what activities teachers can integrate in classrooms in order to meet the needs of diverse language learners. The summary of the articles is followed by a discussion, specific examples of the implications for classroom practice, and ways that one can apply theory to practice.
From the Paper
"It is a challenge today for educators to meet the needs of culturally and linguistically diverse students. Yet, cooperative learning instructional strategy is found to be one of the most effective ways to promote successful academic achievement, language acquisition, and social development for English language learners. When classroom activities are meaningful, interesting, and relevant, learning is occurring at every level. In successfully organized groups, language minority students will gain proficiency in English, and their native language."
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Cooperative Learning, 2004.
A look at the benefits of cooperative learning environments.
998 words (approx. 4.0 pages), 4 sources, APA, $ 35.95
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Abstract
This paper outlines the ideal cooperative learning environment and argues that it is emotionally and educationally beneficial to the gifted, the supposedly average, and those who are academically deficient. The paper also highlights the benefits of this type of learning environment and addresses the concerns of parents who may feel that a cooperative learning environment does not meet the educational needs of their child.
From the Paper
"Every student in today?s day and age, barring those from extremely conservative school systems, or perhaps those who have been home schooled, have probably engaged in some form of cooperative learning. Cooperative learning assignments, as discussed in the essay ?Making cooperative learning work,? from Kaleidoscope: Readings in Education, have many benefits to them that may seem to outweigh the potential pitfalls of the constructions of such learning environments. (Johnson & Johnson, 1999) Ultimately, these assignments are thought to better prepare students to live and work in a real world and work environment where teamwork is valued, rather than pure individual achievement. But perhaps the best argument for cooperative learning in the classroom is not only that it is commensurate with today?s workforce, but that it is an emotional and intellectual benefit to all students, including the gifted, the supposedly average, and those who are academically deficient."
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Computer-Assisted Instruction and Cooperative Learning, 1991.
This paper describes and compares computer-assisted instruction and cooperative Learning: Aims, techniques and successes.
1,125 words (approx. 4.5 pages), 8 sources, $ 39.95
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From the Paper
"Computer-assisted instruction and cooperative learning have both received a great deal of attention of late in the professional literature on teaching. However, despite the amount of material written on them, the two teaching strategies have had mixed results in adapting to the real world of schooling. The idea of computer-assisted instruction was introduced in the 1960s, when advances in technology first made computers in education possible. Unfortunately, the computers of that time were very large and difficult to use. However, in the 1980s, microcomputers were introduced to the American public. This revolution has made it possible for almost every school in the nation to start their own program for instruction by computer. Because of the-increased use of small computers in both home and school, there has also been a revolution in the types of software ... "
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Cooperative Learning, 1989.
Review of literature on small-group learning. Examines roles of teacher & students, types, technologically related tasks, achievement levels, motivation & self-esteem, problem solving and student interaction.
2,025 words (approx. 8.1 pages), 14 sources, $ 71.95
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From the Paper
"The focus of the undertaken study is upon whether small group learning of industrial and technological skills is differentially effective depending upon whether the teacher forms the learning groups, or the students themselves form the groups. So that the study may be viewed within the context of the existing research in the field, this study examines the literature on small group learning.
Small Group Learning
The importance of grouping for effective learning in general has been a concern of educators for many years. Indeed, as early as 1929, Purdom noted that there already existed a large amount of literature on the topic of efficacious grouping. Many of the debates concerning grouping have been centered around whether (...)"
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Cooperative Learning, 2003.
Discusses the importance to the school setting.
1,125 words (approx. 4.5 pages), 3 sources, $ 39.95
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Abstract
Defines this approach to learning as a combination of accountability to make learning a joint experience for all members of the educational team, including students, teachers, and administrators. Cites group interaction.
From the Paper
"This paper is an examination of the concept of cooperative learning and its importance in the school setting, particularly from a school administrator's perspective. Cooperative learning uses combined accountability to make learning a joint experience ..."
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Multi-Level Classrooms, 2005.
A discussion of teaching in multi-level classrooms and cooperative learning.
3,405 words (approx. 13.6 pages), 7 sources, MLA, $ 96.95
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Abstract
The paper begins with a brief introduction to the ability grouping and tracking and a description of different types of students. It then looks at the history and the benefits of cooperative learning, followed by a discussion of conditions that together constitute a cooperative learning setting. It finally examines ways of creating cooperative learning groups. This paper mentions mathematics; the idea of cooperative learning applies to every subject area.
From the Paper
"Currently the needs of all students are not being properly addressed. Tracking for example has been shown to be at least partially responsible. Today educators and researchers have discovered various ways to improve the learning of all students. These are differentiation of instructions; theory of multiple intelligences; and technology. However; cooperative learning is one of the most effective strategies that is presently used to address the needs of all students in multi-level classrooms."
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English Language Acquisition, 2007.
This paper discusses cooperative learning and language acquisition for English language learners.
2,844 words (approx. 11.4 pages), 9 sources, MLA, $ 84.95
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Abstract
In this article, the writer points out that research study has shown that cooperative learning environments are more conducive to English language learning than are other learning environments. The writer explains that, in other words, it is easier for students to learn the English language in a relaxed cooperative learning situation than in the formal classroom instructional environment. This work attempts to discover, through a qualitative review of literature and a qualitative method of applied case study through the instrument of the survey/questionnaire, to understand this phenomena in the acquisition of the English language by students in the school and classroom environment. The writer concludes that the cooperative classroom in English language learning has been shown to be effective in a student's acquisition of the English language.
Outline:
Introduction
Statement of Problem
Literature Review
Research Objectives
Hypothesis/Research Questions
Research Design
Assumptions and Limitations
Data Analysis (Questionnaire - Primary Data)
Limitations/Research Ethics
Conclusions
From the Paper
"It is assumed that the teachers in the survey know what cooperative learning actually is and that the teacher has used it consistently for at least one semester of the school year prior to the conduction of this study. It is further assumed that the students interviewed in this survey are not schooled in what cooperative learning actually is in terms of theoretical framework and case study research or techniques or methods of delivering instruction and that their view will be unclouded by this aspect of the learning environment. Limitations exist in this study in that there may be other varying factors that influence the acquisition of the English language, however this research proposal has attempted to allow for that in the instrument used for gathering data or the survey/questionnaire through asking relevant questions as to the home environment and other factors in the life of the student that might be the factor for more success in language acquisition in the school environment."
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Adult Education, 2002.
Compares two adult education formats - direct instruction and cooperative learning methods.
2,400 words (approx. 9.6 pages), 10 sources, $ 89.95
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Abstract
This paper compares and contrasts direct instruction with cooperative learning methods of education in order to determine which type of educational technique is better suited for use with adult students. An example of a lesson plan for both direct instruction and cooperative learning is provided in order for the reader to better assess the teaching methods therein.
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Formal Classroom Learning for Adults, 2008.
An analysis of the benefits of formal classroom learning for the adult student population.
22,389 words (approx. 89.6 pages), 61 sources, APA, $ 249.95
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Abstract
This paper discusses the study of formal classroom learning and its impact on students' learning. It looks at both formal and informal classroom learning and the debate regarding the most effective method. The paper particularly focuses on the adult learner population. The paper discusses formal classroom learning for both accelerated learning and suggestopedic learning.
Table of Contents:
Chapter One - Introduction
Statement of the Problem
Purpose of the Study
Importance of the Study
Scope of the Study
Rationale for the Study
Overview of the Study
Chapter Two - Review of Related Literature
Accelerated, Suggestopedic, and Cooperative Learning
Statistics, College, and Remedial Education
Student Opinions
Teacher Interest and Implementation
Adult Learners
The History of Learning
Pre-Entry Attributes
Social Integration
Academic Integration
Characteristics of Successful/Unsuccessful Learners
Student Expectations of Courses
Academic Expectations of Adult Learners
Academic Integration - How Professor Involvement Impacts Student Involvement
Attrition Rates
Education is Changing
Motivation
Chapter Three - Methodology
Research Design and Approach
Population and Sample
Collection and Tabulation of Data
Data Analysis Procedure
Limitations of the Study
Chapter Four - Data Analysis
Introduction
Description of Findings
Chapter Five - Summary, Recommendations, and Conclusions
Conclusions
Future Implications
Recommendations
Summary
From the Paper
"However, it is still important to be careful about traditional classroom learning and accelerated or suggestopedic learning because these can be damaging as well if they are used in the wrong way. Traditional classroom learning should be specific to the learner, should not be something that turns into a competition with other individuals in the classroom, and should be specific to the task at hand. An instructor who simply says that a learner has done a good job does not really indicate what the learner has done a good job at or that he or she has noticed anything specific that the learner is actually accomplished. If accelerated or suggestopedic learning are to be used, instructors must be careful as to how these are utilized with other adult learners, since favoritism can create animosity, ridicule, and other problems."
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