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Cooperative Learning Theory: Early Years Stages Of Scottish Education

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This article will briefly touch upon key learning theory to show knowledge of where pedagogical theories come from. Based on theoretical literature a critical review will be carried out on certain Pedagogical theories, in this instance Cooperative learning will be the main focus. The opportunities and challenges as a beginning teacher will be considered for this approach to learning in regards to Early Years stages of Scottish Education.

Lewin’s theories (1947) led to the formation of the theory of social interdependence by Morton Deutsch (1949) who conceptualized two types of social interdependence- positive and negative. Positive interdependence is where the actions of the individual foster the achievement of a joint goal, individuals encourage and facilitate each other to complete the task and reach the same goal. Negative …show more content…

Vygotsky’s ideas concerning Zone of proximal Development (ZPD) is an expression of the basic proposition that he sets out to convey, cognitive development is not a process that occurs spontaneously nor can it merely be explained by children’s interactions with the physical environment. It occurs because the child is embedded in a social context, surrounded by people with greater expertise willing to share their knowledge. This provides strong support for the inclusion of cooperative learning strategies in the classroom instruction. According to key literature, modern cooperative learning primarily began in 1966 (Johnston & Johnston, 2009), with the application of social interdependence theory becoming one of the most successful and widespread applications of social and educational psychology to practice. Johnson and Johnson (2009)

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One strategy that reinforces learning through collaboration is team teaching. In the classroom both teachers are positioned at the front of the classroom with different responsibilities. For example, one teacher may write notes, while the other delivers large group instruction. Through team teaching, both educators can bounce ideas off one another or show students two different methods of solving a problem. This strategy is most effective in a coteaching partnership emphasizing give and take.

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There are an enormous number of theories about how people learn, assimilate and understand new information. Two of the main theories that underpin Scottish Education and the Broad General Education are Cognitive and Social Constructivism. Both theories emphasise the importance of group or co-operative learning and a progression beyond that of the archetypal classroom whereby the teacher stands at the front of the class and lectures the students. Whereas Cognitive Constructivism allows for learning to take place between the learner and the environment, Social Constructivism also argues that learning is framed through culture, social interaction and the Zone of Proximal Development whereby learning occurs through interaction with a more knowledgeable

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The teacher's instruction method in this video seems to follow the pattern of the education theorist Vygotsky. The teacher encourages cooperative learning and strategically formed groups she thought would work well together. Another theory used in this video is scaffolding which is also a theory of Vygostky. The teacher offers encouragement, asks the students open ended questions and helps guide them in becoming independent learners. a.

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The article discusses the needs of the teachers to have successful collaboration in the classroom. The research signifies that most teachers support the co=teaching model but list the supports that are needed to make the collaboration work. The article discusses the imperative needs of teachers to have planning time, training, the backing from a supportive administration, and the skill level that students are working at. The website also offers links to a blogs where teachers can share their

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The article establishes cooperative learning as an “approach that involves a small group of learners working together as a team to solve a problem, complete a task, or accomplish a common goal” (Artzt & Newman, p. 448). It is acknowledged how the role of the teacher shifts away from that of an authoritarian figure, while students learn from one another in a more experiential environment. Furthermore, the authors detail how cooperative learning can be incorporated in mathematics classes to enhance understanding and retention of material. The small-group activities mentioned include “problem-solving sessions, developmental lessons, enrichment projects, homework reviews, and test reviews” (Artzt & Newman, p. 450).

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I think it would also be interesting to look at inter-teaching in children and if it could be beneficial for children in elementary school. 6. According to Zinn and Saville, in what ways does interteaching attempt to capitalize on Chickering and Gamson’s (1987) best teaching practices? Chickering and Gamson (1987) identified seven practices that help facilitate student learning, they are encouraging contact between students and instructor, promoting cooperation among students, incorporating active learning, providing timely feedback, emphasizing time-on-task, establishing high expectations, and appreciating diversity in

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The Zone of proximal theory explains the teacher’s action during my observation. The teacher helped the child to complete the last stage of the puzzle after the child could not complete the last stage of the puzzle. Vygotsky argued that the zone is constantly changing while Piaget argued that learning is limited by the stage or maturation, but Vygotsky disagreed with this view, he argued that learning is not limited by the stage or maturation. What I have learned from this observation and using this theory to explain my observation is that children thrive in an environment that is predictable and nurturing; therefore, it is important for care givers to be trusting, dependable.

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This study is anchored on three learning theories: Thorndike’s Connectionism Theory, Bandura and Wallace’s Social Learning Theory and Bruner’s Theory of Learning. Theories and Concepts in Developing the Module Fig. 1. The model shows the theories and concepts in the development of the module in Basic Calculus.

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According to Vygotsky, the basis for learning lies within social interaction and communication. It is when a child is able to communicate, either verbally or non-verbally, that they understand the world around them through copying and internalizing new concepts. An example of this is what Vygotsky called cooperative or collaborative dialogue, when a “more knowledgeable other” assists the learner with a task. Although it sounds like a relatively basic idea, other psychologists at the time, notably Piaget, placed the source of learning within the person and not related to the people around them. As Orlando Lourenco illustrated in the article “Piaget and Vygotsky: Many resemblances, and a crucial difference,” the key difference between the two leading psychologists of the early twentieth century was the importance of the surroundings of the child.

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There are four general theoretical perspectives (Slavin, 1995) that have guided research on co-operative learning, namely, (a) motivational, (b) social cohesion, (c) cognitive-developmental and (d) cognitive-elaboration. 1. Motivational Perspective : Motivational perspectives on co-operative learning focus primarily on the reward or goal structures under which students operate (Slavin, 1977, 1983a, 1995). The motivational perspective presumes that task motivation is the single most powerful part of the learning process, proclaiming that the other processes such as planning and helping are determined by individuals’ motivated self-interest. Motivational researchers focus especially on the reward or goal structure under which students operate,

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As for Piaget, interaction with peers is more effective than those with people carrying higher skills and capabilities. The reason is that peers’ ability is almost equivalent with each other. So that it is not stressful for people to express different views. Consequently, cognitive development is promoted by interaction with peers through cognitive conflicts. On the contrary, cognitive development is motivated by interaction with people such as teachers and parents in Vygotsky’s theory (Vygotsky,1978).

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Vygotsky mentioned that the “gap” between what learners can do easily and what learners can do with the help of a more knowledgeable other based on his concept of Zone of Proximal Development (ZPD). Thus, the most effective learning takes place when the task given to the learners is a level higher than the learners’ actual knowledge (i+1). Knowledge is best transferred when the teacher co-operates and discuss with the learners. The importance of scaffolding is its contribution to the teacher-learning relationship. It focuses on the role of teacher and learners which are distinct but complementary in the learning context (Gibbons, 2002).

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One of interviewees from University A said, “Some teachers do not even show the marks of the students and even they do not give the grades to the registrar on time or bring the grades on set deadlines. The respondent goes on to say that the instructors give absolutely no air to students’ pains and the students’ complaints go even to the university president” (UAS5, 24/6/2015) and as appropriate feedback is supporting element for students to judge their learning as institutions should ensure that appropriate feedback is provided to students on assessed work in a way that promotes learning and facilitates improvement. (QAA, General principle 12). This indicates that student assessment and grading practices are centers of the tension among staff,

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As concerns instruction, the instructor must try and encourage students to discover principles for themselves. The duty of the instructor is to render information to be learned into a format appropriate to the learner's current state of understanding. Social constructivism emphasizes the importance of the learner being actively involved in the learning process, contrasting earlier educational viewpoints where the responsibility rests with the instructor to teach and where the student plays a submissive, receptive role. Von Glasersfeld (1989) emphasizes that learners construct their own understanding and those that do not simply mirror and reflect what they read. Learners look for meaning and will attempt to find consistency and order in the events of the world even in the absence of full or complete information.

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Teachers look for ways of making learning a pleasant experience. They adopt different strategies to cater to the needs of their students and one of these many strategies is cooperative learning. Johnson and Johnson (2016) give us a very comprehensive description of the nature of a cooperative task. Accordingly, constructive controversy theory posits that conflict among ideas, theories, or conclusions leads to uncertainty about the correctness of one’s views, which leads to epistemic curiosity and the active search for additional information and perspectives, which, in turn, leads to reconceptualized and refined conclusions. This process results in constructive outcomes when it occurs in a cooperative context, when students are skilled in

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