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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."
Inside-outside circle is a cooperative learning strategy. Students form two concentric circles and take turns on rotation to face new partners to answer or discuss the teacher’s questions. [ 1 ] This method can be used to gather variety of information, generate new ideas and solve problems.
Four corners is a collaborative method of teaching and learning that gives the students a platform for various cognitive and affective learnings. This strategy helps the students to think at a higher level, reflect on what they have learned in class, voice opinions safely, learn to critique on various issues, evaluate certain solutions, and communicate better.
Student teams-achievement divisions (STAD) is a Cooperative learning strategy in which small groups of learners with different levels of ability work together to accomplish a shared learning goal. [1] It was devised by Robert Slavin and his associates at Johns Hopkins University.
Learning cooperative learning via cooperative learning: A sourcebook of lesson plans for teacher education. San Clemente, CA: Kagan Cooperative Learning. San Clemente, CA: Kagan Cooperative Learning. [Also translated into Chinese and Malay.]
Collaborative or cooperative learning requires students to act as a members of a team. A skill set that includes leadership, active listening, decision making, turn taking and trust making are useful in collaborative learning. These teamwork skills need to be purposely taught as part of the gradual release of responsibility model. [18]
3. Have Realistic Expectations. Big goals are exciting, but if you can’t hit them, they’ll zap your weight loss motivation. Realistic expectations, on the other hand, will help you stick to ...
Students in groups of three or four receive a task card with specific problems from the chapter they are learning about. The team leader of the group picks up the card and reads the sentence on it aloud without showing it to the others. Other team members write the answers on their paper or chalkboards.