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.
C:\fakepath\cooperative an collaborative learningmayvicastillo
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.
The document discusses cooperative learning as an instructional strategy where students work in small groups to help each other learn. It defines cooperative learning and contrasts it with individual and competitive learning. The key elements that make cooperative learning effective are positive interdependence, individual accountability, group processing, interpersonal skills, and face-to-face interaction. When implemented properly with these elements, cooperative learning has benefits like increased achievement, improved relationships, and higher motivation. Several examples of cooperative learning strategies and their benefits are provided.
No sooner are we faced with the inability to learn than we realize that learning is much more than what we often think about. This user friendly book serves as a guide to teaching learning. It’s all about teaching how to learn. It offers tried-and-tested strategies and techniques that help you to learn and teach how to learn in the most efficient and cost effective manner, with minimal resources. Being purposeful about your actions and mindful about your ‘no-one-fits-all’ experiences as you journey along your personal learning curve, you’ll encounter a wealth of information tailored to suit your individual needs. You’ll explore a number of different learning paradigms, together with their related learning theories. You’ll see yourself as the 21st Century educator reviewing your context, learning outcomes, and course content; welcoming your learners; reformulating your questioning techniques; engaging in humour; flipping your classroom; rearranging your learning spaces; embracing physical activity, games, and manipulatives; reorganizing your assessments; encouraging reflection and using a myriad of teaching and learning techniques, to mention a few. Happy teaching to learn!
Learner-based teaching focuses on using students' own knowledge and experiences in class activities. The teacher acts as a participant, helper and monitor. Key advantages include tapping into students' diverse ideas and expertise, tailoring lessons to students' current needs, allowing discussion of timely topics, and encouraging peer teaching and collaboration. Potential problems include some students preferring traditional teaching, external constraints on curriculum, and increased demands on teachers' preparation time.
The document discusses cooperative learning and its benefits for inclusion in the classroom. Cooperative learning involves structuring students into small groups where they work together to achieve shared learning goals and help each other master assignments. When implemented properly with features like positive interdependence, individual accountability, and interpersonal skills, cooperative learning can increase academic achievement for all students, including those with disabilities.
This document discusses cooperative learning, which involves students working in groups to help each other learn. Cooperative learning has two key components: a cooperative incentive structure and cooperative task structure. Students work in teams on academic tasks, are accountable for their own learning, and the group evaluates their process. Effective cooperative learning involves heterogeneous groups, social skills, clear goals and roles, and structured activities to build skills like communication, mastery of concepts, and problem-solving. Cooperative learning promotes interdependence, idea sharing, and less competition compared to individual learning.
Self Learning, Cooperative and Collaborative LearningJagrati Mehra
This PPT contains definition, benefits and limitations of Self Learning, Cooperative & Collaborative Learning. Also it contains difference between Cooperative Learning & Collaborative Learning.
Structured peer tutoring refers to pairing students in a structured way to tutor each other on specific subjects. It is effective when teachers carefully select tutors and tutees, plan tutoring activities and lessons in advance, and provide ongoing supervision and support. Key aspects of effective structured peer tutoring include selecting motivated older students as tutors, designing detailed tutoring activities, monitoring tutoring sessions, discussing lessons with tutors and tutees, and recording student progress.
Collaborative learning involves students working together in groups to seek understanding or create a product. It aims to actively involve students and rely on social contexts to promote learning. Key approaches include cooperative learning, problem-based learning, and discussion groups. Cooperative learning is said to promote academic achievement, satisfaction, communication skills, social skills, self-esteem, retention, and a sense of community. Its five elements are positive interdependence, face-to-face interaction, individual and group accountability, interpersonal skills, and group processing.
This document discusses cooperative learning, which involves students working together in small groups. It defines cooperative learning as a strategy to promote productive learning among students. Some key points:
- Cooperative learning was proposed as an alternative to traditional curriculum-driven education. It focuses on student interaction.
- Benefits include promoting mutual responsibility and success. Students learn social skills like patience and compassion.
- Elements include positive interdependence, face-to-face interaction, individual accountability, interpersonal skills, and group self-evaluation.
- Various classroom activities that use cooperative learning techniques are described, such as jigsaw, think-pair-share, and numbered heads together.
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 learning involves students working in groups to help each other learn. It has two key components: a cooperative incentive structure and cooperative task structure. Groups are made up of students with mixed abilities. Each student is accountable for their own learning while also contributing to the group. Effective cooperative learning involves heterogeneous grouping, ensuring students have necessary social skills, clear goals and evaluation methods for tasks. The document then describes various cooperative learning structures and their purposes, advantages of cooperative learning, potential disadvantages, and provides an example lesson on constructive communication strategies.
This document discusses cooperative or co-teaching between two teachers in a classroom. It states that for co-teaching to be successful, the teachers must (1) share a common goal for student success, (2) have a strong personal belief in the co-teaching model, and (3) respect each other and their different strengths. It also identifies key factors for effective co-teaching such as planning time, shared philosophies, and evaluating student outcomes. Barriers like lack of time, uncoordinated grading, and teacher/student readiness must also be addressed.
The document discusses co-teaching in kindergarten classrooms. It defines co-teaching as two or more teachers sharing teaching responsibilities within a general education classroom. The benefits of co-teaching include developing respect for differences, creating more opportunities for differentiated instruction, and increasing student achievement and pro-social behaviors. Teachers also benefit from co-teaching through developing collaborative skills and increasing their instructional knowledge. Parents see benefits like a more rigorous curriculum and increased communication with teachers. The presentation measures the success of co-teaching through student and parent surveys and analyzing academic growth.
Peer tutoring involves pairing students, usually with a higher-level student helping a lower-level student. This helps deepen understanding as students discuss concepts and use scaffolding techniques. Peer tutoring increases engagement and helps students progress in their zone of proximal development. It benefits skills in literacy, reading comprehension, and subject areas like algebra. Positives are that students learn from each other, enhance their skills, and take control of their learning. Negatives can include lack of focus or progress between students. Sources discussed show peer tutoring shifts teacher and student roles, and enhances student motivation through interaction.
Active learning is an approach to instruction that engages students in the learning process through activities and discussions. It places responsibility on students to take ownership of their education. Teachers act as facilitators rather than just providers of information. Research shows active learning increases student engagement, understanding, enjoyment, and retention of material compared to traditional lecturing. However, it may take more time and preparation from teachers and requires student participation.
Introduction to the Structural Approach to Cooperative LearningPAYAM SHOGHI
This document provides an introduction to cooperative learning, which involves students working in small groups to maximize their own and each other's learning. It defines cooperative learning and outlines its benefits over individual and competitive learning. The document discusses that cooperative learning must be structured, with elements like positive interdependence, individual accountability, equal participation, and simultaneous interaction. It also presents various cooperative learning structures and strategies that can be used in the classroom.
The document summarizes research on cooperative learning and its benefits. It discusses key researchers in the field like Johnson, Slavin, and Kagan. Cooperative learning is shown to improve achievement, attitudes, critical thinking, and relationships between racial groups. It defines cooperative learning as students working in heterogeneous groups with emphasis on individual and group accountability. The key components of cooperative lessons are positive interdependence, face-to-face interaction, individual accountability, social skills, and group processing. Various techniques for implementing each component are provided.
This document discusses cooperative learning and its benefits. It defines cooperative learning as having students work in small groups to discuss ideas and help each other learn. The document outlines several benefits of cooperative learning, including improving academic achievement, communication skills, self-esteem, and promoting positive race relations. It also describes the steps to implementing cooperative learning, including assigning group goals and roles. Some challenges are managing noise and conflicts, but with practice students can take more ownership. The conclusion is that cooperative learning improves student outcomes across domains as an effective teaching method.
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.
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.
This document discusses collaborative learning, which involves students working together in small groups on a common task or project. The key aspects of collaborative learning covered include:
- Students work together to explore a question or create a project, and are responsible for their own and each other's learning.
- It promotes active, shared learning over passive receipt of information from a teacher.
- Advantages include developing higher-order thinking skills, understanding different perspectives, building community, and enhancing achievement through motivation.
- Potential impediments include preference for teacher-centered learning and objections to group work.
- Effective design involves phases of engagement, exploration, transformation, presentation, and reflection.
The document discusses collaborative learning, cooperative learning, and active learning. It defines collaborative learning as students working together to solve problems or complete projects. Cooperative learning is related and involves students working in small groups on specific tasks. Active learning techniques engage students more than passive listening, and can include discussions, think-pair-share activities, learning cells, and games. The key aspects of these student-centered approaches are that they involve students working directly with each other to discuss and apply the course material.
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.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
Relevance of collaborative learning in classroomstsparvathi
Collaborative learning has several benefits in classroom settings. When students work together in groups, they can discuss new concepts, clarify misunderstandings, and learn from one another's strengths. Collaborative activities also help students develop important skills like critical thinking, communication, and social interaction. Effective collaborative learning involves students both teaching and learning from each other, with teachers taking on more of a facilitating role.
The document discusses cooperative learning in college classrooms. It defines cooperative learning and compares it to traditional teaching methods. It reviews research that shows cooperative learning leads to higher achievement, motivation, and development of social skills compared to competitive or individual learning. The document provides examples of cooperative learning strategies, roles in cooperative groups, and challenges of implementing cooperative learning in college.
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Task-based language learning is a student-centered approach where students complete meaningful tasks using the target language. It focuses on task outcome over language accuracy. Tasks are done in groups and include pre-task planning, task performance, report, analysis, practice. It engages students but may neglect discussion forms. Cooperative learning involves students working together towards a common goal, developing social skills. Benefits include higher achievement and interpersonal skills. Examples include think-pair-share, jigsaws, problem-solving. Factors like learning styles and brain processing should be considered.
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.
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.
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the objectives of the workshop, which are to define cooperative learning, discuss the research supporting it, identify elements and strategies of cooperative learning, and discuss challenges in applying it. The document then covers defining cooperative learning, comparing traditional and cooperative methods, reviewing research findings, and identifying reasons to use cooperative learning like increased achievement and motivation. It also outlines elements like interdependence, interaction, accountability, skills, and processing. Finally, it discusses grouping patterns like informal short-term groups and formal long-term project groups.
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the workshop objectives, which are to define cooperative learning, discuss the benefits of using it, identify elements and strategies of cooperative learning, and address challenges. The document then covers defining cooperative learning, reviewing research supporting its benefits to learning and motivation, comparing traditional and cooperative methods, and describing elements like roles, accountability, and processing. It provides examples of cooperative learning activities and grouping patterns that can be used.
Collaborative learning involves students working together in small groups to solve problems or complete tasks. It emphasizes social interaction and discussion as part of the learning process. The key principles of collaborative learning are positive interdependence among group members, individual accountability, interpersonal skills like communication, and group processing. Benefits include developing higher-order thinking, improved communication skills, increased student engagement and satisfaction, and better retention of information.
Collaborative learning involves groups of students working together to learn a subject. It differs from individual learning in that students can benefit from each other's skills and resources by asking one another questions, evaluating ideas, and monitoring work. Collaborative learning is based on the idea that knowledge is constructed socially between group members. It has benefits like improved higher-order thinking skills, responsibility, and understanding diverse perspectives. For collaborative learning to be effective, groups must have shared goals and individual members must be accountable for contributing to the work.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
Is Collaborative Learning Improve The Academic Performance...Dawn Robertson
The document discusses the importance of effective professional communication among diverse colleagues and members of society. It states that the author regularly assists crew members with electronic job tasks and time card submissions. The author also electronically documents essential information regarding work incidents, complaints, potential hazards, and notifies supervisors of vital information in a timely manner through appropriate verbal communication methods. The focus is on performing duties efficiently through collaborative communication that fosters responsive methods of verbal interaction.
The document discusses collaborative learning, which involves groups of learners working together to solve problems or complete tasks. Some key points:
- Collaborative learning has principles like students teaching each other and taking responsibility for their own and others' learning.
- The teacher takes a facilitating role rather than close monitoring. They provide instructions and allow student groups to work independently.
- When used effectively it can develop students' thinking and social skills while increasing retention, but some students may feel uncomfortable in groups or some may dominate without letting others contribute.
APM event held on 9 July in Bristol.
Speaker: Roy Millard
The SWWE Regional Network were very pleased to welcome back to Bristol Roy Millard, of APM’s Assurance Interest Group on 9 July 2024, to talk about project reviews and hopefully answer all your questions.
Roy outlined his extensive career and his experience in setting up the APM’s Assurance Specific Interest Group, as they were known then.
Using Mentimeter, he asked a number of questions of the audience about their experience of project reviews and what they wanted to know.
Roy discussed what a project review was and examined a number of definitions, including APM’s Bok: “Project reviews take place throughout the project life cycle to check the likely or actual achievement of the objectives specified in the project management plan”
Why do we do project reviews? Different stakeholders will have different views about this, but usually it is about providing confidence that the project will deliver the expected outputs and benefits, that it is under control.
There are many types of project reviews, including peer reviews, internal audit, National Audit Office, IPA, etc.
Roy discussed the principles behind the Three Lines of Defence Model:, First line looks at management controls, policies, procedures, Second line at compliance, such as Gate reviews, QA, to check that controls are being followed, and third Line is independent external reviews for the organisations Board, such as Internal Audit or NAO audit.
Factors which affect project reviews include the scope, level of independence, customer of the review, team composition and time.
Project Audits are a special type of project review. They are generally more independent, formal with clear processes and audit trails, with a greater emphasis on compliance. Project reviews are generally more flexible and informal, but should be evidence based and have some level of independence.
Roy looked at 2 examples of where reviews went wrong, London Underground Sub-Surface Upgrade signalling contract, and London’s Garden Bridge. The former had poor 3 lines of defence, no internal audit and weak procurement skills, the latter was a Boris Johnson vanity project with no proper governance due to Johnson’s pressure and interference.
Roy discussed the principles of assurance reviews from APM’s Guide to Integrated Assurance (Free to Members), which include: independence, accountability, risk based, and impact, etc
Human factors are important in project reviews. The skills and knowledge of the review team, building trust with the project team to avoid defensiveness, body language, and team dynamics, which can only be assessed face to face, active listening, flexibility and objectively.
Click here for further content: https://www.apm.org.uk/news/a-beginner-s-guide-to-project-reviews-everything-you-wanted-to-know-but-were-too-afraid-to-ask/
How to Make a Field Storable in Odoo 17 - Odoo SlidesCeline George
Let’s discuss about how to make a field in Odoo model as a storable. For that, a module for College management has been created in which there is a model to store the the Student details.
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
How to Use Pre Init hook in Odoo 17 -Odoo 17 SlidesCeline George
In Odoo, Hooks are Python methods or functions that are invoked at specific points during the execution of Odoo's processing cycle. The pre-init hook is a method provided by the Odoo framework to execute custom code before the initialization of the module's data. ie, it works before the module installation.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
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How To Sell Hamster Kombat Coin In Pre Market
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How To Sell Hamster Kombat Coin In Pre Market
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Life of Ah Gong and Ah Kim ~ A Story with Life Lessons (Hokkien, English & Ch...OH TEIK BIN
A PowerPoint Presentation of a fictitious story that imparts Life Lessons on loving-kindness, virtue, compassion and wisdom.
The texts are in Romanized Hokkien, English and Chinese.
For the Video Presentation with audio narration in Hokkien, please check out the Link:
https://vimeo.com/manage/videos/987932748
This is an introduction to Google Productivity Tools for office and personal use in a Your Skill Boost Masterclass by the Excellence Foundation for South Sudan on Saturday 13 and Sunday 14 July 2024. The PDF talks about various Google services like Google search, Google maps, Android OS, YouTube, and desktop applications.
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
The word “Gymnosperm” comes from the Greek words “gymnos”(naked) and “sperma”(seed), hence known as “Naked seeds.” Gymnosperms are the seed-producing plants, but unlike angiosperms, they produce seeds without fruits. These plants develop on the surface of scales or leaves, or at the end of stalks forming a cone-like structure.
1. Webinar 1/ Round Table 1 Collaborative Learning, Cooperative Learning and Active Learning Students: Carolina Lima Larissa Ambrósio
2. Collaborative Learning What is Collaborative Learning? Collaborative learning is a method of teaching and learning in which students team together to solve a problem, complete a task, or create a project.
3. Collaborative Learning The Conditions for Effective Collaborative Learning Group composition Task features Communication media
4. Collaborative Learning What a CL session consist of Chair or Leader Time Keeper Room Scheduler Resource Arranger Group Process Evaluator Producer or Participant Resource Person
5. Collaborative Learning It's advantages/benefits Celebration of diversity Acknowledgment of individual differences Interpersonal development Actively involving students in learning More opportunities for personal feedback
6. Collaborative Learning Strategies THINK-PAIR-SHARE (1) The instructor poses a question, and gives students about a minute to think through an appropriate response. (2) Students then turn to a partner and share their responses. (3) Student responses can be shared within a larger group or with an entire class during a follow-up discussion. All students have an opportunity to learn by reflection and by verbalization.
7. Collaborative Learning The objectives and goals using CL develop and share a common goal contribute your understanding of the problem respond to, and work to understand, others' questions, insights and solutions. Each member empowers the other to speak and contribute, and to consider their contributions You are dependent on and accountable for others, and they depend on and accountable for you
8. Cooperative Learning What is Cooperative Learning? Cooperative learningis a specific kind of collaborative 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.
9. Cooperative Learning Similarities between cooperative and collaborative learning Stress the importance of active learning. Teaching and learning are experiences shared by both the student and the teacher. Enhance higher order cognitive skills. Greater emphasis is placed on students' responsibility for taking charge of her or his learning. Involve situations where students must articulate ideas in small groups. Help students develop social and teambuilding skills. Increase student success and information retention.
10. Cooperative Learning Differences between cooperative and collaborative learning Cooperative Students receive training in small group social skills. Activities are structured with each student having a specific role. The teacher observes, listens and intervenes in a group when necessary. Students submit work at the end of class for evaluation. Collaborative There is the belief that students already have the necessary social skills, and that they will build on their existing skills in order to reach their goals. Students organize and negotiate efforts themselves. The activity is not monitored by the instructor. When questions are directed towards the teacher, the teacher guides the students to the information needed. Students retain drafts to complete further work.
11. Cooperative Learning Critical perspectives Small-group work, some claim, is an avoidance of teaching. Dividing the class into small groups allows the teacher to escape responsibility. Making members of the group responsible for each other's learning. In mixed-ability groups, the result is often that stronger students are left to teach weaker students and do most of the work. Encouraging only lower-level thinking and ignoring the strategies necessary for the inclusion of critical or higher-level thought. In small groups, there is sometimes only enough time to focus on the task at its most basic level.
12. Active Learning Through it you can explore a set of learning experiences that can be more effective and interesting, and you can take more responsibility for your education. This is especially critical in an online environment where you may not even meet your teacher or fellow students.
13. Active Learning Active Listening Active listening intentionally focuses on who you are listening to, whether in a lecture, in a conversation, or a group, in order to understand what is said. Student must be able to “replay” with his/her own words what they said to their satisfaction.
14. Active Learning Looking/seeing Looking at images, such as pictures and graphs and maps. Trying to understand the use and importance of each image: students may enter key words that come to their minds.
15. Active Learning Seeing and hearing: In addition to PowerPoint lectures, multimedia and movies have the advantage of illustrating reading and lecture content in new (engaging) formats. Demonstrations and field trips build on classroom experiences can make students individuals with a shared learning experience on a topic and also enable them as learners to witness how concepts are practiced or exemplified in real life processes or situations
16. Active learning Classroom, online and public presentations Developing, producing, practicing and delivering speeches and presentations; multi-media and interactive programs; newsletters, Websites and blogs, etc.
17. Active Learning Saying and doing: Interviewing and developing oral histories; role playing, performing, debating through opposing points of view; case studies and problem-based learning, gaming and simulations; research projects and symposiums; developing models; student teaching .
18. Active learning Writing? Writing is communicating/expressing what students learned, a method of evaluating what they know, as well as an active learning exercise. In pairs or a group, online or in person, students can read and react to what other learners posted/wrote