! Cooperative learning
Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences.[1] There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence."[2][3] Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.).[4][5] Furthermore, the teacher's role changes from giving information to facilitating students' learning.[6][7] Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher-order thinking tasks.[8] Cooperative learning has also been linked to increased levels of student satisfaction.[9][10]
Five essential elements are identified for the successful incorporation of cooperative learning in the classroom:[11]
- positive interdependence
- individual and group accountability
- promotive interaction (face to face)
- teaching the students the required interpersonal and small group skills
- group processing.
According to Johnson and Johnson's meta-analysis, students in cooperative learning settings compared to those in individualistic or competitive learning settings, achieve more, reason better, gain higher self-esteem, like classmates and the learning tasks more and have more perceived social support.
Някои ТЕХНИКИ, приложими в УКУ (с адаптиране)
Techniques
Think-pair-share
Originally developed by Frank T. Lyman (1981),[32] think-pair-share allows students to contemplate a posed question or problem silently. The student may write down thoughts or simply just brainstorm in his or her head. When prompted, the student pairs up with a peer and discusses his or her ideas and then listens to the ideas of his or her partner. Following pair dialogue, the teacher solicits responses from the whole group.[30] Teachers using this technique don't have to worry about students not volunteering because each student will already have an idea in their heads; therefore, the teacher can call on anyone and increase discussion productivity.
Inside-outside circle
The inside-outside circle is a cooperative learning strategy in which students form two concentric circles and take turns on rotation to face new partners to answer or discuss the teacher's questions.[34] This method can be used to gather a variety of information, generate new ideas and solve problems.[35]
Reciprocal teaching (със силно адаптиране - напр. при проучване на съдържание за групов/дуо ТП.
Brown and Paliscar (1982) developed reciprocal teaching, which — as currently practiced — pertains to the form of guided, cooperative learning that features a collaborative learning setting between learning leaders and listeners; expert scaffolding by an adult teacher; and direct instruction, modeling, and practice in the use of simple strategies that facilitate a dialogue structure.[36]
In a model that allows for student pairs to participate in a dialogue about text, partners take turns reading and asking questions of each other, receiving immediate feedback. This approach enables students to use important metacognitive techniques such as clarifying, questioning, predicting, and summarizing. It embraces the idea that students can effectively learn from each other.[37] There are empirical studies that show the efficacy of reciprocal teaching even in subjects such as mathematics. For instance, it was found that children who were taught using this strategy showed higher levels of accuracy in mathematical computations in comparison with those who were not.[38] The same success has been obtained in the cases of students learning in diverse situations such as those with learning disabilities and those who are at risk of academic failure,[39] among others. These studies also cover learners from elementary to college levels.
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