ASSIGNMENT

SOORAJ A C
PHYSICAL SCIENCE
ROLL No: 39
MCTE, SOORANAD


TOPICS

COLLABORATIVE LEARNING


CO-OPERATIVE LEARNING


JIGSAW TECHNIQUE


CIRCLE LEARNING


COLLABORATIVE LEARNING
This is a form of learning which share
the learning responsibility among members of a group
which work towards a common goal. By collaborative
learning, we mean that despite their different locations,
most learners will conduct most of their learning in
groups. Such groups are likely to be wholly virtual, in the
sense that their component members may never meet
face-to face. They are, however, in all other respects very
real, and group members will be highly reliant on others
in the group for the quality of their learning. Depending
upon circumstances, such groups may be formal or
informal, small or large, homogenous or heterogeneous.
In such an environment where most learning takes place
via group interaction, the instructor is likely to act as
more as a facilitator than as an active deliverer of
knowledge. Collaborative learning is a model of teaching
with a set of common attributes and features. It is
cognitive in nature. It also has several variations.



Essential teatures of Collaborative learnng

A group learning task is designed based on shared
learning goals and outcomes.

Students work in terms to master academic
materials.

Terms are made up of high, average and low
achievers and are racially and sexually mixed.

Reward systems are group-oriented than individually
oriented.

Small group learning takes place in groups of
between3-5 students.

Co-operative behaviour involves trust-building
activities, joint planning and understanding of team
support conduct.



Instructional phases of Collaborative learning
There are five phases for designing instruction for
collaborative learning:
Engagement
Exploration
Transformation
Presentation
Reflection
Advantages of Collaborative learning
i. Increased cognitive analysis and problem solving
skills.
ii. Team building.
iii. Improved results.
iv. Increased student retention.
v. Improved verbal skills.
vi. Improved social skills.
vii. Promoting self-esteem.
viii. Improving cross cultural understanding.
ix. Replication of areas of study in the classroom.
x. Enhancing student satisfaction and promoting
positive attitudes.

Applications of collaborative learning
Learning contracts using groups to help establish
learning objectives identify resources, learning
strategies and evaluate results.
Co-operative course development, students and staff
design the course together based on shared interests
around a prescribed theme of study.
Mini assignments in classes being undertaken by
small groups who report back finding usually within
the class period.
Mini research projects undertaken by groups.
Group based case study or class paper preparation,
presentation and critiques.
Contests being undertaken by student teams,
debates, hypothesis, meet courts.






CO-OPERATIVE LEARNING
Co-operative learning, as the name suggests,
stands for a learning process or learning strategy in which
students are provided with opportunities to learn by
themselves in a group in a co-operative way. They share
all information among themselves and help each other in
gaining the required knowledge, understanding the
application of one or other aspects of all the content
material or course units included their syllabus.
Basic Assumputions
o Co-operative learning believes in making the
teaching learning process learner-centred rather than
content or teacher- centred.
o It advocates a constructivist ideology for the better
teaching-learning outcome by encouraging students
to formulate their own constructs and way of
understanding the content material.
o It emphasizes social learning by assuming that
learning take place better in a social situation and
group environment rather than individually in
solution.
o It believes in group efforts and co-operation among
learner in place of individual efforts and
competition.
o It feels that pupils learn best when they are totally
involved in the learning process by co-operating with
each other for at any their optimum.
o It assumes that children learn better in a non-
competitive anxiety free co-operative environment
than in a competitive stressful environment available
in the traditional classroom situations.
o It advocates an interactive teaching learning
environment instead of mere lecturing and
demonstration on the part of the teachers.

Co-operative learning approaches
STAD (Student-Team-achievement-Division)
The Jigsaw classroom
Learning together
Group investigation
Co-operative scripting


Merits
a. Co-operative learning group are more or less
permanent, depending on the conditions in the given
classroom.
b. Teacher has to set the stage, tone and hopefully, a
satisfying and rewarding environment.
c. It develops conceptual achievement and critical
thinking.
d. Co-operative relationship is established.


Demerits
a) Difficulty in selecting the learning task.
b) Evaluation in terms of outcome and procedures is
difficult.
c) Heterogeneity of the group.





JIGSAW TECHNIQUES
The jigsaw technique is a method of
organizing classroom activity that makes students
dependent on each other to succeed. It breaks classes into
groups and breaks assignments into pieces that the group
assembles to complete the (jigsaw) puzzle. It was
designed by social psychologist Elliot Aronson to help
weaken racial cliques in forcibly integrated schools. The
technique splits classes into mixed groups to work on
small problems that the group collates into a final
outcome. For example, an in-class assignment is divided
into topics. Students are then split into groups with one
member assigned to each topic. Working individually,
each student learns about his or her topic and presents it
to their group. Next, students gather into groups divided
by topic. Each member presents again to the topic group.
In same-topic groups, students reconcile points of view
and synthesize information. They create a final report.
Finally, the original groups reconvene and listen to
presentations from each member.


CIRCLE LEARNING
The term Learning Circle has been
used to describe group efforts with clear links to social
change. Over time and across countries, civic
organizations, neighborhood communities, trade unions,
churches and social justice groups have used the idea of
learning circles to empower their members to make
choices and take action. The web can help locate the
many ways both present and past that group have used the
term Study circle or Learning Circle as a form of adult
and student education. For example, Educators for
Community Engagement, find that learning circleswith
their principles of equal participation, reciprocity, and
honoring of collective wisdom -embody the democratic
principles of effective service-learning partnerships. They
use learning circles, rather than more traditional forms of
group meetings, to structure their annual conferences.
Primary teachers use a simple form of learning circles
when they gather the students at the rug for "circle time."
However many educators are using learning circles to
connect students from around the world.