Collaborative Learning in Higher Education (in Bahasa Indonesia)
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This document discusses collaborative learning in higher education. It defines collaborative learning as student-centered learning that emphasizes group work and discussion, where truth is discovered through dialogue between students. It notes that advances in technology have changed how students and lecturers learn, shifting classroom dynamics from passive to active. Higher education is at the forefront of social change. The document recommends implementing collaborative learning through problem-centered instruction, case studies, simulations, peer teaching, discussion groups, learning communities, cooperative learning, and writing groups.
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Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
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The document discusses cooperative learning and its benefits. It describes four key structures for cooperative learning: team building, mastery, concept development, and multifunctional. Team building is used to build relationships and mutual support between group members. Mastery focuses on improving knowledge and skills. Concept development enhances creative and critical thinking. Multifunctional can be used for various activities like team building or content mastery. The document provides examples for implementing different cooperative learning strategies and their goals.
Presentation on cooperative learning
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This presentation discusses cooperative learning, which involves students working in small groups to maximize their own and each other's learning. It defines cooperative learning and traces its origins back to 1867. The presentation outlines the key elements of cooperative learning, including positive interdependence and individual accountability. It also discusses types of cooperative learning groups and the benefits of cooperative learning for students, such as greater academic achievement and improved social and emotional development.Cooperative collaborative
Collaborative learning and cooperative learning are similar but have some key differences:
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Presentation on cooperative learning
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This presentation discusses cooperative learning, which involves students working in small groups to maximize their own and each other's learning. It defines cooperative learning and traces its origins back to 1867. The presentation outlines the key elements of cooperative learning, including positive interdependence and individual accountability. It also discusses types of cooperative learning groups and the benefits of cooperative learning for students, such as greater academic achievement and improved social and emotional development.Cooperative collaborative
Collaborative learning and cooperative learning are similar but have some key differences:
- Collaborative learning is a philosophy that respects each individual's contributions, while cooperative learning is a structured way for a group to accomplish a specific goal or task.
- The teacher facilitates but does not control collaborative learning, while in cooperative learning the teacher maintains more control over the process and may assign specific roles, tasks or products.
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This study was aimed at determining the students’ achievement of Social Science at the Fifth Grade
of State Primary School Bukittinggi, West Sumatera. This study was based on the problem that the students did
not reach the standard minimum criteria score which was determined 70. The classroom action research was
used in this study by using Jigsaw Cooperative Learning Model. The finding showed that there was an increase
on the teachers’ teaching skills and students’ achievement. The average score of teachers’ teaching skills in the
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This document discusses modern instructional approaches for cooperative and collaborative learning. It describes techniques like jigsaw, circle learning, concept mapping, and think-pair-share. Jigsaw involves dividing a topic into parts and having students learn and then teach their part to others. Circle learning organizes groups to share wisdom and work on projects together. Concept mapping uses diagrams to show relationships between concepts. Think-pair-share has students think individually, discuss in pairs, and share with the class. These techniques aim to make learning more effective by engaging students in group work and peer teaching.
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Collaborative learning is a teaching method where students work together in small groups to solve problems, complete tasks, or create a product. It is based on the idea that learning happens naturally through social interaction. Some key aspects of collaborative learning are positive interdependence among group members, individual accountability, face-to-face interaction, development of collaborative skills, and self-assessment. When implemented effectively in small groups, it allows students to share knowledge, improve weaker skills, develop interpersonal skills, and engage more with the learning process.
Ete 501 cooperative learning ppt
Cooperative learning involves students working together on projects and activities. It requires teachers to structure interdependence among students and can be implemented in various ways using different types of groups. Benefits include increased social skills, accountability, and workplace skills. Educational theorists like Robert Slavin support its use to organize social learning through small groups and student control. Technology allows students to support cooperative learning through tools like the internet, phones, social media, and blogs. Common activities are jigsawing, think-pair-share, round robin brainstorming, and numbered heads. The authors believe cooperative learning is effective for students to learn from each other's strengths and opinions.
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Collaborative learning involves students working together in groups to solve problems or complete projects. It has benefits like celebrating diversity and developing interpersonal skills. Cooperative learning is a specific type where students work in groups on structured activities and each student is accountable for their own and their group's work. Both involve active learning but cooperative learning includes student roles and evaluation of individual work. Active learning techniques discussed include listening, viewing images, presentations, role playing, and writing.
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1. Collaborative learning involves students working together in groups to actively engage with course material rather than passively receiving information from lectures. It promotes learning through discussion, problem-solving, and diverse perspectives.
2. Key assumptions of collaborative learning are that learning is an active process of constructing meaning, learning depends on rich contexts like problem-solving, and learning is inherently social and occurs through discussion.
3. Collaborative learning approaches can vary in structure from loosely guided discussions to carefully structured activities like cooperative learning, case studies, simulations, and peer teaching models.
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2) Various models of curriculum implementation are examined, including the systems model, leadership obstacle course model, organizational development model, and concerns-based adoption model. Factors like teachers' acceptance of changes and innovation are discussed.
3) Challenges in curriculum implementation mentioned include the "palakasan" system of favoritism, lack of qualified leaders and subject experts, weak internet connectivity limiting technology integration, and disunity among teachers. Strategies used include crafting instructional materials and innovative projects to enhance skills.
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1. The document discusses modern instructional approaches for cooperative learning. It defines cooperative learning as students working in small groups to help each other learn and divide work to complete tasks.
2. Cooperative learning involves positive interdependence where students rely on each other to achieve goals, individual accountability, and face-to-face interaction to provide support and feedback. It helps develop social skills like leadership and communication.
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Online assignment
This document discusses modern instructional approaches for cooperative and collaborative learning. It describes techniques like jigsaw, circle learning, concept mapping, and think-pair-share. Jigsaw involves dividing a topic into parts and having students learn and then teach their part to others. Circle learning organizes groups to share wisdom and work on projects together. Concept mapping uses diagrams to show relationships between concepts. Think-pair-share has students think individually, discuss in pairs, and share with the class. These techniques aim to make learning more effective by engaging students in group work and peer teaching.
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Collaborative learning is a teaching method where students work together in small groups to solve problems, complete tasks, or create a product. It is based on the idea that learning happens naturally through social interaction. Some key aspects of collaborative learning are positive interdependence among group members, individual accountability, face-to-face interaction, development of collaborative skills, and self-assessment. When implemented effectively in small groups, it allows students to share knowledge, improve weaker skills, develop interpersonal skills, and engage more with the learning process.
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Cooperative learning involves students working together on projects and activities. It requires teachers to structure interdependence among students and can be implemented in various ways using different types of groups. Benefits include increased social skills, accountability, and workplace skills. Educational theorists like Robert Slavin support its use to organize social learning through small groups and student control. Technology allows students to support cooperative learning through tools like the internet, phones, social media, and blogs. Common activities are jigsawing, think-pair-share, round robin brainstorming, and numbered heads. The authors believe cooperative learning is effective for students to learn from each other's strengths and opinions.
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Collaboration between teachers and students can take many forms and has many benefits. It helps problem solve, brings people together, and allows people to learn from each other. For students, collaborative learning in small groups allows them to answer questions, work on projects, and learn from peers. It also helps students make individual progress and be accountable to each other. Effective teacher collaboration requires common goals, shared ownership in student learning, and a focus on instructional improvement. Benefits include better instruction, an expanded teaching toolkit, lesson consistency, more inclusive teaching methods, increased student effort, and higher teacher responsibility. Strategies for effective teacher collaboration are developing a shared vision and goals, fostering community, establishing group norms, and leveraging discussion to
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1. Collaborative learning involves students working together in groups to actively engage with course material rather than passively receiving information from lectures. It promotes learning through discussion, problem-solving, and diverse perspectives.
2. Key assumptions of collaborative learning are that learning is an active process of constructing meaning, learning depends on rich contexts like problem-solving, and learning is inherently social and occurs through discussion.
3. Collaborative learning approaches can vary in structure from loosely guided discussions to carefully structured activities like cooperative learning, case studies, simulations, and peer teaching models.
Aswaniremya
Collaborative learning refers to instructional methods where students work together in small groups toward a common goal. It allows students to learn from one another and take responsibility for their own learning as well as their peers'. The teacher acts as a guide rather than sole authority, and students develop interpersonal skills. Collaborative learning has advantages like promoting critical thinking, acknowledging individual differences, and developing interpersonal skills. However, it can take more time to implement than individual learning.
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1) The document discusses curriculum implementation processes and practices in different regions and schools. It includes reports on curriculum implementation reviews and sharing of experiences from various workplaces and subject areas.
2) Various models of curriculum implementation are examined, including the systems model, leadership obstacle course model, organizational development model, and concerns-based adoption model. Factors like teachers' acceptance of changes and innovation are discussed.
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1. The document discusses modern instructional approaches for cooperative learning. It defines cooperative learning as students working in small groups to help each other learn and divide work to complete tasks.
2. Cooperative learning involves positive interdependence where students rely on each other to achieve goals, individual accountability, and face-to-face interaction to provide support and feedback. It helps develop social skills like leadership and communication.
3. The conclusion states that cooperative learning is effective because it makes learning active and interesting for students. It can be used across subjects and helps students learn from each other through problem-solving and decision making. The teacher takes on a facilitator role rather than solely controlling the class.
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The document discusses various pedagogical strategies to respond to individual student needs, including cooperative learning strategies, peer tutoring, social learning, buddy systems, reflective teaching, and multisensory teaching. It defines each strategy and outlines their benefits. Cooperative learning involves students working in small groups to accomplish shared goals. Peer tutoring pairs students to work on academic and social skills. Social learning occurs through observing others. Buddy systems promote friendship and support between two students. Reflective teaching has teachers evaluate their practices. Multisensory teaching engages multiple senses to enhance learning. These strategies help create an inclusive classroom that meets all students' needs.
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Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
3.25 - collaboration pd.pptx
The document discusses learner-centered instruction and how it differs from traditional teacher-centered approaches. In learner-centered instruction, the learner is at the center of the learning process and plays an active role in influencing course content and activities. The instructor takes on the role of facilitator rather than transmitter of knowledge. Key aspects of learner-centered instruction include empowering learners, facilitating active learning experiences, and learners taking a proactive role in their learning through reflection.
Theory project david bouquin (1)
The document discusses the constructivist learning theory and its key principles:
1) Knowledge is constructed by learners based on their experiences and interactions with others, rather than acquired from outside.
2) Learning happens through social interactions where students collaborate with peers and teachers to build knowledge.
3) The zone of proximal development defines what a learner can achieve with guidance versus alone, informing how lessons should be tailored.
Interactive teaching strategies.
This document discusses interactive teaching strategies. Interactive teaching strategies actively involve learners in their learning through meaningful interactions between teachers and students, and students with each other. Some examples of interactive teaching strategies discussed are question and answer, group discussion, games, and debates. These strategies help motivate student participation, encourage critical thinking, and allow teachers to assess student understanding. The document encourages teachers to use interactive teaching strategies in their classrooms to promote interaction and engagement.
C:\fakepath\cooperative an collaborative learning
The document discusses cooperative and collaborative learning and how information communication technology (ICT) can be used to support these learning strategies. It defines cooperative learning as involving small student teams working together to improve their understanding of a subject, while collaborative learning refers to students working together to explore a question or create a project. Both strategies emphasize active learning and shared responsibility for learning. The document then outlines how ICT can facilitate cooperative and collaborative learning by enabling student discussion, research, and experimentation across different situations.
ModelClassroom_3YearReport FINAL
This 3-year report summarizes the successes, challenges, and lessons learned of the Model Classroom program from 2010-2013. Some key successes included increased student engagement, the establishment of an ongoing community of practice among educators, and positive teacher feedback about the workshop model. Common challenges included a lack of flexibility in curricula due to standardized testing, difficulties with collaboration, and issues with timing. Lessons learned included the importance of relationships and support networks for teachers, using a blended model of virtual and in-person professional development, recognizing diverse types of experts, and starting with smaller classroom practices that can lead to larger projects. The report provides several case studies of teacher projects and professional development activities to illustrate findings. It recommends focusing future
Meaning of educational model report
An educational model consists of compiling different pedagogical theories to guide teaching and learning. It abstracts from real teaching behaviors and can represent learning or teaching theories. Knowing educational models helps teachers develop curricula and generate better classroom results. Traditional models focus on study programs without social factors, using lectures. 21st century models respond to economic/technological changes and develop skills for students' future careers. Effective learning models for students include hands-on activities, collaborative projects, experiential learning, and direct instruction.
Implementation of think-pair-share to mathematics instruction
Implementation of think-pair-share to mathematics instructionJournal of Education and Learning (EduLearn)
The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.Similar to Collaborative Learning in Higher Education (in Bahasa Indonesia) (20)
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- 2. Pendahuluan Kemajuan teknologi telah mengubah gaya belajar mahasiswa dan dosen. Dinamika kegiatan kelas bergeser dari pasif menjadi aktif. Pendidikan tinggi memang berada di garis depan perubahan sosial. 7/27/2013 Totok Soefijanto 2
- 3. Definisi Pembelajaran kolaboratif adalah kegiatan belajar yang menekankan peran mahasiswa (student-centered), kerjasama kelompok, dan kebenaran ada di dalam proses diskusi antara mahasiswa. 7/27/2013 Totok Soefijanto 3
- 5. Tindakan dan ingatan 7/27/2013 Totok Soefijanto 5
- 8. Mahasiswa = Digital Native? Lahir setelah 1982 Menyukai kegiatan kelompok, Sibuk dengan kegiatan ekstra-kurikuler, Ingin dianggap pandai tapi juga “keren”, Orientasi ke hasil nilai prestasi, Menyukai teknologi baru, Secara ras/etnis beragam. 7/27/2013 Totok Soefijanto 8
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- 12. Implementasi (2) 7/27/2013 Totok Soefijanto 12
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