Benefits of Cooperative Learning in the ClassroomDr. Aries Cobb
Dr. Aries Cobb is a Scholar & Senior Research Scientist with a wealth of knowledge about Computer -Assisted Instruction (CAI) and Technology-Supported Cooperative Learning. Dr. Aries Cobb has published national & refereed journal articles, book chapters, a book on the subject matter. Dr. Aries Cobb prepared a persuasive reaction statement in the -form of a PowerPoint presentation -to cooperative learning—either in support of or against its use in the classroom. Dr. Aries Cobb, Faculty, Instructor, and Lecturer for Curriculum and Foundations and Multicultural Engagement at CSU. Dr. Aries Cobb has presented professional development and taught courses at the collegiate level in Instructional Technology Distance Education (ITDE). Dr. Aries Cobb has served as the Principal Investigator of EETT (Enhancing Education Through Technology) at CMSD, & BWU's young scholar program. Dr. Aries Cobb the lead Principal Investigator at CMSD, for Enhancing Education through Technology (EETT) for the Cleveland Metropolitan School District. Dr. Aries Cobb has over 13 years of experience as a grant manager and grant writer for funding sources of $400,500.00 or more per year. Dr. Aries Cobb is an expert in the field of Technology-Supported Cooperative Learning, Distance Education, Computer- Assisted Instruction (CAI), Instructional Technology (IT), Educational Technology, Assistive & Adaptive Equipment, e-Portfolio, Assistive Technology.
ariescobb.com
is a technique for students and teachers as well. Teacher as a facilitator can create a learning situation in which they can engage themselves through active participation. Therefore teachers can adopt the technique for effective and meaningful learning.
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Benefits of Cooperative Learning in the ClassroomDr. Aries Cobb
Dr. Aries Cobb is a Scholar & Senior Research Scientist with a wealth of knowledge about Computer -Assisted Instruction (CAI) and Technology-Supported Cooperative Learning. Dr. Aries Cobb has published national & refereed journal articles, book chapters, a book on the subject matter. Dr. Aries Cobb prepared a persuasive reaction statement in the -form of a PowerPoint presentation -to cooperative learning—either in support of or against its use in the classroom. Dr. Aries Cobb, Faculty, Instructor, and Lecturer for Curriculum and Foundations and Multicultural Engagement at CSU. Dr. Aries Cobb has presented professional development and taught courses at the collegiate level in Instructional Technology Distance Education (ITDE). Dr. Aries Cobb has served as the Principal Investigator of EETT (Enhancing Education Through Technology) at CMSD, & BWU's young scholar program. Dr. Aries Cobb the lead Principal Investigator at CMSD, for Enhancing Education through Technology (EETT) for the Cleveland Metropolitan School District. Dr. Aries Cobb has over 13 years of experience as a grant manager and grant writer for funding sources of $400,500.00 or more per year. Dr. Aries Cobb is an expert in the field of Technology-Supported Cooperative Learning, Distance Education, Computer- Assisted Instruction (CAI), Instructional Technology (IT), Educational Technology, Assistive & Adaptive Equipment, e-Portfolio, Assistive Technology.
ariescobb.com
is a technique for students and teachers as well. Teacher as a facilitator can create a learning situation in which they can engage themselves through active participation. Therefore teachers can adopt the technique for effective and meaningful learning.
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Past Studies on Cooperative or Collaborative Learning
1. Students learn best when they are actively involved in the process.
2. Regardless of the subject matter, students working in small groups
tend to learn more of what is taught and retain it longer than when
the same content is presented in other instructional formats.
3. Students who work in collaborative groups also appear more
satisfied with their classes.
-Barbara Gross Davis, 1993
4. Cooperative learning requires more than seating students around a
table and telling them to share, work together
-https://www.jigsaw.org/
3. Popular Cooperative Learning Methods
• Circles of Learning
• Team-Accelerated Instructions
• Group Investigation
•The Jigsaw Classroom
4. What is the Jigsaw Classroom?
The Jigsaw Classroom is a cooperative learning technique that reduces
racial conflict among school children, promotes better learning,
improves student motivation, and increases enjoyment of the learning
experience.
-https://www.jigsaw.org/
The Jigsaw Classroom model (Aronson et al. 1978), which involves two
different sets of small groups to facilitate learning, was developed over
thirty years ago to promote cooperation among students in recently
desegregated classrooms marked by hostility and competition.
-Hedeen, 2003
5. The 4 Main Steps of Jigsaw
1. Students gather in "jigsaw groups" or "learning groups" of three to six and the
instructor divides the material to be covered into the same number of sections.
2. Each member of the group is provided materials related to one of the sections,
so that all materials will be covered within the group. Students are provided
sufficient time to review their respective sections.
3. Students form "expert groups" or "preparation groups" by gathering with
members of other jigsaw groups who were provided the same section of the
material. In these expert groups, students discuss their materials and plan how
they will teach the material to other members of their respective jigsaw
groups.
4. Students return to their jigsaw groups with two tasks: 1) to teach their material
to their group with appropriate time for clarifying questions and discussion and
2) to learn the materials taught by other members.
(Hedeen, 2003)
6. Types of Jigsaw
• Jigsaw I (Aronson et al, 1978) is the regular or standard Jigsaw
• Jigsaw II (Slavin, 1995) adds an element of competition among groups for
rewards based on test-score improvement by group members,
• Jigsaw III (Gonzalez and Guerrero, 1983) has been designed specifically to
increase interaction among students of differing language proficiencies in
bilingual classrooms.
• Jigsaw IV (Holliday 1998) builds on II and III by incorporating quizzes during
the process to assess which areas of the curriculum have been well-
understood by students and which require additional teaching by the
instructor
• Reverse Jigsaw (Hedeen, 2003) reverses the order: from Home group to
Expert group
7. Traditional teaching methods vs The Jigsaw classroom
• Most teachers find jigsaw easy to learn
• Most teachers enjoy working with it
• It can be used with other teaching strategies
• It works even if only used for an hour per day
• It is free for the taking
8. Potential Problems in a Jigsaw Classroom
1. a dominant student will talk too much or try to control the group
2. Some students are poor readers or slow thinkers and have trouble
creating a good report for their group
3. some students are so gifted that they get bored working with
slower students
4. older students who have been trained to compete with one another
9. Dealing with the Problems: Tips for Implementation
1. THE DOMINANT STUDENT: appoint one of the students to be the
discussion leader for each session, on a rotating basis: the leader's job to
call on students in a fair manner and try to spread participation evenly.
2. THE SLOW STUDENT: In the expert group, make sure students have a
chance to discuss their report and modify it based on the suggestions of
other members of their expert group.
3. BORED BRIGHT STUDENTS: encourage them to develop the mind set of
“teacher”
4. STUDENTS WHO HAVE BEEN TRAINED TO COMPETE: use the method as
early as possible before the old habit is fossilized; that said, it’s never too
late to start
10. CONCLUSION
…cooperative learning requires more
than seating students around a table
and telling them to share, work
together... Such loose, unstructured
situations do not contain the crucial
elements and safeguards that make the
jigsaw and other structured
cooperative strategies work so well.
-https://www.jigsaw.org/