Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
collaborative learning is one of the 21st century learning skill that teachers should utilize. the error of teachers having all or considered as the sources of knowledge is long gone. this is an error when learners should create their own knowledge.
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
collaborative learning is one of the 21st century learning skill that teachers should utilize. the error of teachers having all or considered as the sources of knowledge is long gone. this is an error when learners should create their own knowledge.
Group dynamics deals with the attitudes and behavioral patterns of a group. Group dynamics concern how groups are formed, what is their structure and which processes are followed in their functioning. Thus, it is concerned with the interactions and forces operating between groups. Group dynamics is relevant to groups of all kinds – both formal and informal.
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
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5. Elements of Cooperative
Learning
1. Positive Interdependence (sink or swim
together)
• Each group member's efforts are required and
indispensable for group success.
• Each group member has a unique contribution
to make to the joint effort
because of his or her
resources and/or role and task
responsibilities.
6. Elements of Cooperative
Learning
2. Face-to-Face Interaction (promote each
other's success)
• Orally explaining how to solve problems
• Teaching one's knowledge to other
• Checking for understanding
• Discussing concepts being learned
• Connecting present with past learning
7. Elements of Cooperative
Learning
3. Individual & Group Accountability
• Each student is responsible for doing their part;
the group is accountable for meeting its goal.
8. Elements of Cooperative
Learning
4. Interpersonal & Small-Group Skills
• Social skills must be taught:
• Decision-making
• Trust-building
• Leadership
• Communication
• Conflict-management skills
9. Elements of Cooperative
Learning
5. Group Processing
• Group members discuss how well they
are achieving their goals and
maintaining effective working
relationships
• Describe what member actions are
helpful and not helpful
• Make decisions about what behaviors
to continue or change.
12. COOPERATIVE LEARNING
STRATEGIES
Learning Together.
Students are placed in groups where
team building is emphasized and
students learn together while
completing worksheets (Johnson &
Johnson 1989).
13. COOPERATIVE LEARNING
STRATEGIES
Student Teams-Achievement
Divisions.
Students are placed in groups in order
to work within their teams to master a
lesson presented by the teacher
(Slavin, 1995).
15. COOPERATIVE LEARNING
STRATEGIES
Group Investigation.
Students are placed in groups and
decide how a topic will be researched,
summarized, and how the workload
will be divided (Sharan & Sharan
1976).
16. COOPERATIVE LEARNING
STRATEGIES
Academic Controversy.
Academic Controversy is cooperative
form of debate. Students are placed
into groups, take opposing views, and
then attempt to reach a consensus
(Johnson, Johnson, & Smith, 1996).
17. COOPERATIVE LEARNING
STRATEGIES
Team Assisted Individualization.
Students are placed in groups and
work on their own assignments and
then help other group members with
their assignments. Group members are
rewarded for the success of the group
(Slavin, Leavey, & Madden, 1982).
23. References
David and Roger Johnson. "Cooperative Learning." [Online] 15 October 2001.
http://www.clcrc.com/pages/cl.html
David and Roger Johnson. "An Overview of Cooperative Learning." [Online] 15 October
2001. http://www.clcrc.com/pages/overviewpaper.html
Howard Community College's Teaching Resources. "Ideas on Cooperative Learning and
the use of Small Groups." [Online] 15 October 2001.
http://www.howardcc.edu/profdev/resources/learning/groups1.htm
Kagan, Spencer. "Kagan Structures for Emotional Intelligence." [Online] 15 October
2001. "http://www.kagancooplearn.com/Newsletter/1001/index.html
College Level One — Collaborative Learning Page. On the web at:
http://www.wcer.wisc.edu/nise/cl1/CL/resource/R1.asp
Panitz, T. (1996). A Definition of Collaborative vs Cooperative Learning. On the web at:
http://www.lgu.ac.uk/deliberations/collab.learning/panitz2.html
Editor's Notes
Cooperative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project.
-each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.
In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed.
Cooperative learning, is also called collaborative learning, occurs whenever students interact in pairs or groups to share knowledge and experiences.
It is instruction that involves people working in teams to accomplish a common goal