ASSI GNMENT

AMINA. A
PHYSICAL SCIENCE
ROLL No: 27
MCTE, SOORANAD


TOPICS

COLLABORATIVE LEARNING


CO-OPERATIVE LEARNING


JIGSAW TECHNIQUE


CIRCLE LEARNING




COLLABORATI VE LEARNI NG
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-OPERATI VE 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.


CI RCLE LEARNI NG
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.