Research presentation0.2
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The document discusses a study examining collaborative learning among elementary school students. The study divided 11 fourth grade students into three groups to work on six English language lessons observed through video recordings, student diaries, and interviews. The video data was coded based on whether student interactions were positive, neutral, or negative regarding verbal and non-verbal behaviors. The findings will analyze group dynamics and challenges based on Dillenbourg's framework of collaborative learning situations, interactions, processes, and effects, as well as how students constructed common ground.
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This document discusses a study on goal orientation and collaborative strategies adopted in a language learning context. The research questions examine how students' goal orientation influences their behaviors and challenges during collaboration, and how collaborative work influences learning experiences. The study involved 4th grade students participating in 6 English language lessons designed by the researchers. Data was collected through pre-questionnaires, observations, learning diaries, and interviews. The expected results are that students with stronger social goals will employ more adaptive strategies during collaboration, while students with lower social goals may face more challenges, and that collaborative work can improve understanding of tasks and self-perception, positively influencing the learning experience.
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.
- Both approaches can be effective for language learning by encouraging communication, sharing of ideas, and long-term retention when used appropriately for the level and topic.
Theory collaborative learning
Collaborative learning involves students learning together through coordination and sharing understanding of a problem. It is improved by explaining thoughts to others, being aware of different viewpoints, and utilizing diverse expertise. Theoretical foundations include socio-constructivism, where social interactions influence cognition, and socio-cultural views emphasizing social and cultural contexts. Prerequisites for effective collaboration are equality, open discussion, and technology that enables smooth interaction. Collaboration can be supported through instructional scaffolding and computer tools that make thinking visible and foster discussion.
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Collaborative and cooperative learning are teaching techniques that promote student-centered learning in small groups. Collaborative learning involves students working together in small groups with face-to-face interaction, while cooperative learning is an approach involving classroom activities where social and academic learning is developed. Some key differences are that collaborative learning sees the instructor as the center of authority, while cooperative learning promotes positive interdependence among students and emphasizes interpersonal skills. Both techniques encourage diversity understanding and create an active learning environment.
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Collaborative learning involves students working in teams to discover, study, and apply information collaboratively rather than through lectures. It develops independent learning and encourages sharing experiences. While it can be difficult to facilitate and monitor, collaborative learning promotes communication, problem solving, and critical thinking. The key differences between collaborative and cooperative learning are that collaborative learning emphasizes the process, gives students more control over materials, and is used for higher-level knowledge, while cooperative learning focuses on products, provides more structure, and is used for foundational knowledge.
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Collaborative learning and cooperative learning are similar but have some key differences:
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Theory collaborative learning
Collaborative learning involves students learning together through coordination and sharing understanding of a problem. It is improved by explaining thoughts to others, being aware of different viewpoints, and utilizing diverse expertise. Theoretical foundations include socio-constructivism, where social interactions influence cognition, and socio-cultural views emphasizing social and cultural contexts. Prerequisites for effective collaboration are equality, open discussion, and technology that enables smooth interaction. Collaboration can be supported through instructional scaffolding and computer tools that make thinking visible and foster discussion.
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Collaborative and cooperative learning are teaching techniques that promote student-centered learning in small groups. Collaborative learning involves students working together in small groups with face-to-face interaction, while cooperative learning is an approach involving classroom activities where social and academic learning is developed. Some key differences are that collaborative learning sees the instructor as the center of authority, while cooperative learning promotes positive interdependence among students and emphasizes interpersonal skills. Both techniques encourage diversity understanding and create an active learning environment.
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Task based-language-teaching k om
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use rather than language forms. There are three main elements in TBLT: language data, information, and opportunities for practice. A task is an activity where learners use the target language for a communicative purpose. TBLT advocates like David Nunan and C. Candlin believe it provides a natural context for language learning. The rationale for TBLT is that tasks provide both input and output practice for acquisition, and task performance is motivating for learners. A key part of TBLT is the task cycle, which involves pre-task preparation
Current methods of learning and teaching trabajo definitivo
Cooperative learning and task-based language teaching are approaches to promote meaningful language learning. Cooperative learning involves dividing students into groups with different abilities where they must learn from and help each other. It has five basic elements: positive interdependence, interaction, individual accountability, interpersonal skills, and group processing. Kagan structures provide cooperative learning structures for language classes based on principles like positive interdependence and individual accountability. Task-based language teaching uses authentic tasks to engage students in meaningful language use. It involves pre-task, task, and post-task activities where students complete tasks individually and in groups focused on comprehending and producing language. Both approaches aim to make language learning more communicative, interactive, and meaningful for students.
Current methods (1)
Cooperative learning and task-based language teaching are approaches to promote communication skills in a second language classroom. Cooperative learning involves students working in small groups to help one another learn. It has five basic elements: positive interdependence, interaction, individual accountability, interpersonal skills, and group processing. Task-based language teaching engages students in performing meaningful tasks using the target language, such as problem-solving or role-playing activities. It focuses students' attention on communicating meaningful information rather than language practice. Both approaches provide natural contexts for language use, student interaction and motivation.
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Research presentation0.2
- 2. Clear findings of research state that collaboration can bring positive reinforcement to the learning experience. Basic learning fundaments can be easily satisfied in Collaborative Learning (CL) because of its nature. Society in need of collaborative skills, important to understand how it works among children in natural settings.
- 3. “Collaboration is a coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem.” (Roschelle & Teaskey, 1996: 70). Dillenbourg (1999) explores CL in four terms: Situation (symmetry, common goals, division of labour) Interactions (interactions, communication, negotiability) Processes (internalization, appropriation, modelling) Effects (effects of interactions, evalulation)
- 4. Aim: Better understand the mechanisms of CL among elementary students. Focuses: Construction of common ground Strategies adopted Challenges faced
- 5. 11 4th graders divided in 3 groups 6 English language lessons of 45 minutes Data collected through observation, learning diaries and interviews Class Observation Learning Diaries Individual interviews
- 6. Segmented the videos and selected the relevant parts Coded and interpreted them Positive Neutral Negative Verbal •Asking/Providing help •Repair Talk •Engage others •Thinking aloud •Other on task-discussions •On task talk outside the group and with the teacher •Maladaptive interactions Non- •Listening / .Attention to Verbal peers •Common focus on the task •Other adaptive behaviours •Listening / Attention to teacher •Thinking / Reflecting in silence •Working individually •Off-task discussions •Maladaptie behaviours •Off-task behaviours
- 8. Summery of actions adopted most frequentely (individual work, adaptive interactions as asking/providing help, maladaptive behaviours as not engagement in the task at any level). Explain the dynamics occured in relation of Dillenbourg´s framework (situation, interactions, process and effects) and theory. Explain how students created the common ground (if they did or attempted to) and the challenges they faced.
- 9. Roschelle, J. and Teasley, S. (1996). The construction of shared knowledge in collaborative problem solving. In C.E. O’Malley (Ed) Computer-supported collaborative learning. Heidelberg: Springer-Verlag. Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed), Collaborative-learning: Cognitive and Computational Approaches. (pp. 1-19). Oxford: Elsevier. Image: http://1000puzzlegames.com/wpcontent/uploads/2013/04/PuzzlePiece.jpg