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Sarjan Paul Vosko, profile picture
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4 discussion issues on teaching approaches.

The document discusses cooperative learning and problem-based learning approaches. It describes cooperative learning as students working together in small groups to achieve a common goal, with elements like positive interdependence and individual accountability. For problem-based learning, it states that the problem is presented before the knowledge needed to solve it, allowing students to discover what they need to learn. Several methods are presented, like STAD and using case studies, to engage students in active learning.

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Group Members:- 1)Paul Vosko Anak Ranged (D20121059016) 2)Nor Azila Binti Razak (D20112052105) 3)Dg Norhayati Binti Mahamad (D20112052103) Lecturer : Dr.Faizal Nizam Lee Bin Abdullah
 According to Slavin (1982), refers to cooperative teaching methods that require the students of a variety of abilities work together in small groups to achieve a common goal.  Cooperative learning is a name used to describe a large group of instructional strategies in which students collaborate in order to reach a common goal.  Students work together in small groups to complete a structured task or goal. It is more than just working in a group, as group work alone does not guarantee cooperative learning
1) Positive interdependence 2) Face-to-face interaction 3) Individual accountability 4) Collaborative skills 5) Group processing
 Positive interdependence indicates that group members can reach their goals only by working together.  Positive interdependence can also be promoted through group rewards, assigning specific group roles, or sharing materials and resources.
 This doesn't mean that each time students are having a discussion that they are involved in a cooperative activity, but rather they cannot be collaborating without face-to-face interaction.  This face-to-face interaction permits true teamwork--the give and take of a number of minds attempting to complete a task.
 Individual accountability might be promoted by having students take separate tests.  Students might also collaborate and produce their own work for an individual grade rather than produce a product for a group grade.  Group grades can also be individualized by giving students a certain percentage for group work and a certain percentage for individual work.
 The group members must be able to work together, but the ability to do so doesn't always come naturally; sometimes these skills need to be taught.  Refers to the fact that the group needs to monitor itself to ensure that the group, as a whole, is working together effectively.
1) STAD ( Student achievement division)  Steps in STAD:- 1. Teachers are convey the lessons. 2. Students work in groups to learn the material given in class. 3. Students take the quiz individually. 4. Group received recognition by individual score in quiz
Step 1 :  Teacher shows a few examples form of quadratic equations and calculations.  Teacher demonstrate a simple method of calculation to be completed.  Teachers are giving a few questions that students must be solved in group. Step 2 :  Students answered a few questions in group.  Students shared the calculation with others friend in group.
Step 4 :  Students take a quiz that given by teacher based on the topics are taught individually. Step 5 :  Teacher gave recognition to group with the highest score on a individual quiz. MAIN TOPIC
 MacDonald and Isaac (2001) explained that the characteristic that distinguishes Problem Based Learning (PBL) from other learning methods is the problem comes before the knowledge needed to solve or resolve it. In PBL, the problem steers the learning and is posed so that the students discover that they need to learn some new knowledge before they can solve the problem (Woods, 1995).
 PBL is also depicted as a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with non routine problems that reflects the real world.
 In Set chapter, teacher give a situation to student to solve it by using Venn Diagram method so they can divide and analyzed the quantity of person or thing that involve in the situation.  In Statistic chapter, teacher also can used PBL method to student to solve mathematical problems. After the student read or observed the situation they will draw graph to analyzed the problem and solve it.
 Case study approach is one way in which such active learning strategies  Students can learn more effectively when actively involved in the learning process, (Bonwell and Eison, 1991; Sivan et al, 2001)  Case studies as complex examples which give an insight into the context of a problem as well as illustrating the main point, (Fry et al (1999))
 Allow the application of theoretical concepts to be demonstrated, thus bridging the gap between theory and practice.  Encourage active learning.  Provide an opportunity for the development of key skills such as communication, group working and problem solving.  Increase the students' enjoyment of the topic and hence their desire to learn
 Teacher will divide the students into groups, then give each group a topic with specific objectives based on the problem.  Each group will examine and record their observations on a chart based on the topic they are given (Collect Data)  Each group will make a complete analysis of the data  Each group will come with their own conclusions and validate their findings.  Finally, each group will present their finding report
 From teaching approaches that we have found and learn, we find that there is multiple method to teach in schools to make students understand what we try to teach them.  If students show doubt, the teacher will explain step lessons again to ensure that students have mastered the skills. In the end of any lecture, teacher should conclude what they have learn today and give some homework to practice their skill in answering questions.