Competition
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The document discusses how the concept of competition has been used in education and training by dividing knowledge, skills, and attitudes into a competency-based structure. It provides examples of how teacher competence must be developed as a model for students and how leaders of groups must continuously share their knowledge to stay competitive. The document also discusses how cooperation involves groups working together for the benefit of their community and how cooperation can involve groups organizing cooperatively to compete with other groups.
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Coperation and competition
Cooperation involves groups working together for mutual benefit. It promotes learning through strategies like cooperative learning where small teams use various activities to improve subject understanding. Cooperation helps develop communication skills and self-esteem. Competition involves using skills and knowledge to achieve goals and can be directed at improving oneself rather than against others. While cooperation and competition seem opposed, the desire to compete can motivate groups to cooperate in order to form stronger competitive forces.
Cooperation vs competition
This document discusses the differences between cooperation and competition. Cooperation involves working as a group, with cooperative goals where everybody wins. Competition focuses on individual goals and wanting to be the first, rather than everybody winning. While competition can lead to communication obstruction and be considered destructive, cooperation enables effective communication, coordination of effort, a common vision, and teamwork to design strategies and develop ideas to obtain successful results.
Competitionn vs cooperation
Competition refers to using knowledge, skills, and values to interact with others in personal, social, and employment settings. Cooperation is joint work by a group toward a shared goal using common methods rather than separate competition. While competition demonstrates individual talents, cooperation is helping others or working in a group on a specific task.
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Cooperation involves groups working together for mutual benefit. It promotes learning through strategies like cooperative learning where small teams use various activities to improve subject understanding. Cooperation helps develop communication skills and self-esteem. Competition involves using skills and knowledge to achieve goals and can be directed at improving oneself rather than against others. While cooperation and competition seem opposed, the desire to compete can motivate groups to cooperate in order to form stronger competitive forces.
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Similar to Competition
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This document discusses conflict, competition, and sensitivity training. It defines intrapersonal, interpersonal, intragroup, and intergroup conflict. It also describes different conflict styles like competing, avoiding, compromising, and collaborating. It notes that while conflict involves discord, competition can occur without clashes. Sensitivity training, also called laboratory training, is used to help people understand themselves and their impact on others through experimental group interactions. The goal is to improve communication, teamwork, and sensitivity.
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According to Reynolds and Herbert (1998), cohort learning provides students with the opportunity for ongoing and supportive interaction between peers, between students and facilitators, and between students and the larger community. As members of a cohort uncover new ideas and understanding, their dialogue increases, diversifies, validates, and assures understanding. Although individuals often require time alone to think and reflect, learning in a cohort environment keeps individuals engaged and inspired to learn. Cohort communities encourage camaraderie, build student confidence, and challenge individuals to strengthen and apply their critical thinking skills.
Doctoral learning differs from learning at the bachelor's or master's levels. Doctoral learning in general, and doctoral writing in particular, require the integration of feedback and dialogue to formulate scholarly thought. Doctoral faculty often insist that doctoral students may not rely upon personal opinion when reaching conclusions. Rather, students must support their ideas and opinions with scholarly evidence and be able to generalize their findings. As previously stated, one way to advance scholarly thought is through interaction in a learning cohort. Another way to advance scholarly thought includes reading scholarly (peer-reviewed) publications and supporting ideas with citations from these publications. Another way to promote scholarly thought is to participate in a community of practice.
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This document discusses competition and cooperation. It defines competition as one person achieving success at the expense of others, while cooperation is groups working together for mutual benefit. Competition can drive innovation but also cooperation, as cooperation is key to overall success when balanced with healthy competition. Cooperation in management involves positive interdependence, individual accountability, promotive interaction, appropriate social skills, and group processing.
Collaborative vs. cooperative learning
Collaborative learning involves students working together in groups to maximize their own and each other's learning. It emphasizes interdependence among group members and positive interpersonal interactions. Cooperative learning also involves students working in groups but is more teacher-centered, with the teacher maintaining control of the class. Some key differences between collaborative and cooperative learning include collaborative learning beginning with mutual trust while cooperative learning begins with mutual respect, and collaborative learning involving generating entirely new ideas together versus cooperative learning focusing on sharing ideas. Engaging students in collaborative learning can create a positive classroom atmosphere by developing relationships and problem-solving skills among students. Effective strategies for collaborative learning include helping students understand benefits, guiding them through team-building stages, establishing expectations, and designing conflict
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This document discusses and compares cooperative learning and collaborative learning. It defines cooperative learning as students working together in small groups to achieve a common academic goal, with each member responsible for their own learning and helping others. Collaborative learning is defined as two or more people learning together through group work and discussion. The document outlines the basic assumptions, approaches, procedures, and advantages of cooperative learning, as well as the features, instructional phases, applications, and advantages of collaborative learning. It concludes that both are important constructivist instructional methods that are more time consuming than traditional methods.
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Communities of practice
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Collabrotive learning
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Competition involves individuals or groups working to reach an objective or reward. It usually results in a winner and loser without destroying the loser. A good approach in education is to gradually introduce competition while focusing on cooperation to build skills, allow full participation, and focus on playing rather than winning. Competition should become a means of understanding uniqueness rather than social comparison.
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The document discusses developing an effective community for collaboration. It states that collaboration promotes deeper learning, initiative, creativity, and critical thinking. It also says that a sense of community and belonging is important for collaboration, as it allows students to feel safe sharing ideas and receiving feedback. Key elements of an effective collaborative community include shared purpose, guidelines, technology for meeting, and student interaction. The document provides characteristics of effective groups, such as clear goals and accountability, and discusses the stages of group development from forming to adjourning. It emphasizes the instructor's role in setting expectations, communicating, and creating an environment to support successful collaboration.
Team Clark Project
The document discusses developing an effective community for collaboration. It notes that collaboration promotes deeper learning, initiative, creativity, and critical thinking. It emphasizes building a sense of community where students feel safe contributing without fear of criticism. Characteristics of effective groups include clear goals, engagement of different learning styles, and a positive environment with high expectations and accountability. The stages of group development include forming, storming, norming, performing, and adjourning. As an instructor, communicating expectations and providing feedback and support is important for facilitating successful collaboration.
Team Clark Draft
The document discusses developing community for effective collaboration. It outlines several key elements needed for collaboration, including shared purpose, guidelines, technology for meeting, and student interaction. It also discusses the benefits of collaboration in promoting deeper learning and critical thinking skills. Successful collaboration requires setting clear expectations, communicating with students, and creating an environment of trust and shared learning.
Peer coaching and collegial development group
This document discusses peer coaching and collegial development groups. It defines peer coaching as a process where teachers observe each other's classrooms to provide constructive feedback to improve teaching skills. Collegial development groups allow teachers to be the richest source of knowledge about teaching by examining student work and teacher practice. There are two types of collegial development groups: study groups which explore new ideas and practices, and critical friends groups which focus on examining student work and teacher thinking through facilitated discussions. The document emphasizes that effective professional development capitalizes on teacher strengths through long-term collaboration and support between colleagues.
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Competition
- 2. The concept of competition has used in the development of education and training. The knowledge, skills and attitudes are divided again in a structure of competency-based qualification.
- 3. EXAMPLES The development of teacher competence is necessary as model for students. The leaders of a group of people, they must be more competitive every day and share their knowledge.
- 4. When a group work together, for the benefit of people in order to achieve a good job. Is the most important for humans, helps other people with a good awareness, attitude, when people works with friends or family together for live in community.
- 5. Cooperation is the joint work carried out by a group of people or greater entities toward a shared goal, generally using methods also common, rather than working separately in competition.
- 6. Cooperation is the antithesis of competition, but may be a situation in which a group is organized on the basis of cooperation among its members but in order to compete with other groups.