mark fs2 report on technologies for learning

CHAPTER 2

Technologies for

Learning

Technologies for Learning

Is define as specific teaching-

learning patterns that serve reliably as templates for

achieving demonstratively effective learning

COOPERATIVE LEARNING

It involves small heterogeneous groups of student working together

to achieve a common academic goal or task

while working together to learn collaboration and

social skills.

Group members are interdependent. Involves active

participation of all members.

Cooperative learning has gained momentum

in both formal and informal education from two converging forces.

First, the practical realization that life outside the classroom requires more and more collaborative activities .

Second, growing awareness of the value of social interaction in making learning more meaningful.

ADVANTAGES ACTIVE LEARNING

-to actively interact with others. SOCIAL SKILLS

-learn to interact with others. INTERDEPENDENCE

-think positively to reach a common goal. INDIVIDUAL ACCOUNTABILITY

-group’s success depends on the input of each individual.

LIMITATIONS Student compatibility Student dependency Time consuming Individualists Logistical obstacles

INTEGRATION In science lab, middle school

students work together as detectives to determine the nature of an unknown substance . In a group, one student is assigned to search in the internet, another goes to the library for background research and other design and conduct experiments on the substance.

Note that although their efforts were pooled at the end, most of the work was done independently.

Today’s notion of cooperative learning entails a deeper level of interaction.

Process information in a way that improves meaningfulness and retention.

We can define this new concept of cooperative learning as the instructional use of small groups so that students work together to maximize their own and each other’s learning.

TWO PARTICULAR FORMATS AS EXAMPLES OF COOPERATIVE LEARNING TECHNOLOGIES

1. Johnson and Johnson’s Learning Together Model.

2. Slavin’s Team Assisted Individualization (TAI)

LEARNING TOGETHER MODEL

Johnson and Johnson (1993) determined that FEEDBACK about your performance is a critical factor in successful

learning. Interdependent learning

group.

Four basic elements

1. Positive interdependence2. Face-to-face helping

interaction3. Individual accountability4. Teaching interpersonal

and small-group skills.

1. Positive interdependence

all the members of the group are dependent on each other to reach success.

Teacher are expected to First, create positive goal Second, structures role

interdependence. Third, give rewards.

2. FACE-TO-FACE HELPING INTERACTION

The learners teach each other and discuss any confusion or misconceptions.

3. INDIVIDUAL ACCOUNTABILITY

REINFORCEMENT:

Randomly select one student’s test to represent the whole group.

4. TEACHING INTERPERSONAL AND SMALL-GROUP SKILLS

To function effectively as a group, they must be taught the skills of communication, leadership, conflict management and must learn to monitor the process in their group and making corrections.

TEAM-ASSISTED INDIVIDUALIZATION (TAI)

Robert Slavin (1985) and his colleagues developed for mathematics instruction in grade three to six

TAI was specifically intended to avoid some of the problems encountered with individualized programmed instruction.

Allow students to proceed more efficiently and effectively on their own with fewer demands from the teacher for individual checking and motivating.

TAI FOLLOWS THIS PATTERN

1. Teaching groups2. Team formation3. Self-instructional

materials4. Team study5. Team scores and team

recognition

COMPUTER-BASED COOPERATIVE LEARNING

Computer assistance can alleviate some of the logistical obstacles.

Decisions (Media File in chapter 9) is a series of role playing software packages by Tom Snyder Productions designed specifically to generate informed discussion and decision making in the classroom using only one computer.

GAMES

Is an activity in which participants follow prescribed rules that differ from those of real life as they strive to attain a challenging goal.

Distinction between play and reality makes games entertaining.

Individual versus individual can be a highly motivating device as long as the contenders are fairly matched and the conflict does not overshadow the educational objective.

Group versus group entails the same caution but it has the added attraction of cooperation and teamwork.

Simulation games are based on realistic contexts.

the exception is solitaire type in which players compete against themselves.

ADVANTAGES

ATTRACTIVE-because they are fun.

Novel-arouse interest

Atmosphere-pleasant

Time on task

LIMITATIONS

COMPETITION-competitive activities can be

counter-productive. DISTRACTION

-without careful management and debriefing. POOR DESIGN

-spending large portions of time.

INTEGRATION

Attainment of cognitive objectives.

Adding motivation Small group instruction Vocabulary building