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Think-pair-share is a collaborative teaching strategy first proposed by Frank Lyman of the University of Maryland in 1987. It can be used to help students form individual ideas, discuss and share with the others in-group.
Peer instruction is an evidence-based, interactive teaching method popularized by Harvard Professor Eric Mazur in the early 1990s. [ 1 ] [ 2 ] Originally used in many schools, including introductory undergraduate physics classes at Harvard University , peer instruction is used in various disciplines and institutions around the globe.
Belonging to a Positive Peer Group: A stable network of peers can improve student perceptions of school. Commitment to Education: Believing that school is important to their future and perceiving that the adults in school are investing in their education can help students engaged in their own learning and involved in school activities.
However, other contemporary views on peer learning relax the constraints, and position "peer-to-peer learning" as a mode of "learning for everyone, by everyone, about almost anything." [ 3 ] Whether it takes place in a formal or informal learning context, in small groups or online , peer learning manifests aspects of self-organization that are ...
These generic skills are difficult to develop in isolation and require feedback and interaction with other individuals. Specific advantages of this learning model for the group of learners include the opportunity to compare learning performance with peers and the development of a sense of responsibility for their learning progress. [ 11 ]
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. [1]
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.).
A leading activity is conceptualized as joint, social action with adults and/or peers that is oriented toward the external world. In the course of the leading activity, children develop new mental processes and motivations, which "outgrow" their current activity and provide the basis for the transition to a new leading activity (Kozulin, Gindis, Ageyev, & Miller 2003: 7).
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