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Co-teaching or team teaching is the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in the a common classroom, [1] and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths. [2]
Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. [1] There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence."
In learning, co-construction is a distinctive approach where the emphasis is on collaborative or partnership working. The approach includes some more interactional processes such as cooperation and coordination. [1] Co-construction is a concept that students can use to help them learn from others and expand their knowledge.
It is one of the most important distinctions of constructivist teaching methods. [6] Campus wikis: These provide learners with a platform for curating helpful learning resources. [7] Constructivist approaches can also be used in online learning. Tools such as discussion forums, wikis and blogs can enable learners to actively construct knowledge.
Pedagogy (/ ˈ p ɛ d ə ɡ ɒ dʒ i,-ɡ oʊ dʒ i,-ɡ ɒ ɡ i /), most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how ...
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. [1] 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, etc.).
Constructivist approaches to human learning have led to the development of the theory of cognitive apprenticeship. [ 1 ] [ 2 ] This theory accounts for the problem that masters of a skill often fail to take into account the implicit processes involved in carrying out complex skills when they are teaching novices.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.