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Cooperative Learning
Making Cooperative Learning Work:
Response Journal: Do you agree or disagree with the common criticism that cooperative learning is unfair because it slows down the progress of the academically gifted?
Every student in today's day and age, barring those from extremely conservative school system, 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. 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.
It cannot be ignored numerous criticisms have been levied at cooperative learning by educators and students alike. Although the nature of cooperative learning seems to be democratic at its very essence, encouraging students to broach their differences, both personal and educational, many parents and educators also bridle at the nature of cooperative learning as a way of stifling those who are academically gifted. Academically...
Having gifted students within the environment encourages students to spread their gifts and knowledge to their fellow scholars, rather than to simply line up a long list of grades or 'A' papers. Gifted students act as teachers within such an environment, perhaps as more effective teachers at times than the adult educators themselves at times, because they are perceived as peers. If they are only allowed to shine in an individualistic environment, or even if they are isolated in a small group of fellow scholars in an enrichment class, this type of role remains unavailable to them -- a particular difficulty for students whom may already feel isolated from their peer group because of their intelligence.
Key to the importance of this aspect 'student teaching' in a cooperative learning is environment where positive forms of modeling one's peers are encouraged. One of the fears regarding cooperative environment is that gifted students will be encouraged to hold themselves back and to model themselves on their less gifted peers. But such modeling takes place on the playground as well as in the classroom. Better to channel it positively than ignore it altogether. Modeling need not be negative if all children's gifts are valued within…
Among the last advantages of cooperative learning in the classroom is the increase in competition that every student experiences as s/he collaborates with other students/teammates in the process of accomplishing a particular task or activity. There is one caveat, however, in stating this observation about cooperative learning: increased competence is induced only in learning processes wherein information used by students are similar or identical with each other (Buchs, 2004:310-1). An
Apa.org). Critical thinking input: Good teachers that truly understand how distracted today's young people are (with technology, etc.) learn how to get the most out of students by combining proven strategies of engagement with scholarship challenges that are both entertaining and compelling to their active minds. B.F. Skinner Historical views of transfer. When something is said to you and it reminds you (without you having to conjure up memories) instantly of something from
Learning Disabled During the course of a child's school years they will learn to define themselves as a person and shape their personality, sense of self-concept and perception of their potential for achievement for life (Persaud, 2000). Thus the early educational years may be considered one of the most impacting and important with regard to emotional, social and cognitive development for students of all disabilities. Labeling is a common by-product of
(Singer, 2003, p. 36) Education should be a constructive process. Palinscar states that the teacher must assume an active and directive role by establishing the pace, content, and goals of the lesson. (Palincsar, 1998) Byra also described such a process of "task progression" through which content is broken down and sequenced into meaningful learning experiences. (Byra, 2004) the lesson learned from receiving fifty percent credit on a late assignment
Evolution of RTI and Its Purpose The response to intervention (RTI) initiative is a multi-tiered program that is designed to facilitate the early identification of students with special educational and behavioral needs (What is RTI?, 2016). The purpose of the RTI initiative is two-fold, with the first being the provision of high-quality educational services and the second being the screening of all young learners in general education classrooms (What is RTI?,
mounting effort for educators, researchers, and policy makers to fuse seemingly disparate subjects into complementary units of study. Much research reveals positive effects on learning when integrated curricular activities are regularly presented and explored throughout students' educational careers. Educators, administrators, parents, community members, and students themselves applaud such endeavors as they witness firsthand the endless benefits from these research-based revolutionary instructional methodologies. Naturally, art teachers are among the professionals