How to Apply it in the ClassroomElicit ideasElaboration &Reconstruc- tion

Frequent problem based

activities

Variety ofinfo. &

resources

Collaboration

Model own thinking Evidence based learning

Reflective &Autonomousthinking

Variety ofassessments

Scaffold

Inquiry and Problem Based Learning

Engage:•Claim•Hypothesis•Question

Investigate•Procedures•relationships

Report

Explain

INQUIRY

Puzzling situation

Problem BasedChallengegenerate ideasmultiple perspectivesresearch and

revisetesthypothesisreportlook ahead and reflect back

TEACHER ROLE•Orient students

•Organize•Assist independence

•Develop artifacts and exhibits•Analyze and evaluate the process

Cognitive Apprenticeships and Reciprocal Teaching

• Definition: a less experienced learner acquires knowledge and skills under the guidance of an expert– Observe expert– Get external support through coaching– Scaffold– Articulate knowledge– Reflect on their progress explore ways to transfer

Collaboration and Cooperation Definition of collaboration: a philosophy on how to relate to the othershow to learn and work

• Definition of Cooperation:– Way of working with others to attain a shared goal

• Definition of Cooperative learning:– Situations where elaboration, interpretations,

explanations and argumentation are integral to the activity of the group

– Where learning is supported by other individuals• What can go wrong with group work:

– Student value process over content– Rather than challenging and correcting

misconceptions, students reinforce misunderstandings

– Socializing and interpersonal relationships make take over learning

Different Forms of Cooperative LearningConsiderations Elaboration Piagetan Vygotsky

Group sizeGroup Composition

2-4Heterogeneous/homogeneous

SmallHomogeneous

DyadsHeterogeneous

Tasks

Teacher Role

Rehearsal/integrativeFacilitator

Exploratory

Facilitator

Skills

Model

Potential Problems

Averting problems

Poor helpUnequal participationDirect instructionModeling & Scripts

Inactive & no cognitive conflict

Structuring controversy

Lack of time andPoor help

Direct instructionmodeling

• Tasks for Cooperative Learning– Highly structured, review and skill- building tasks– Ill-structured, conceptual and problem solving

tasks– Social skills and communication tasks– Elements of true cooperative learning

• Face to face interaction• Positive interdependence• Individual accountability• Collaborative skills group processing

• Preparing Students for Cooperative Learning– Setting up the groupbalance is the key– Giving and receiving explanationsrelevant,

timely, correct and elaborated– Assigning rolesthe role must support the

learning

• Designs for Cooperation– Reciprocal questioningstudents work in pairs or triads and answer

questions about lesson materials– Jigsaw—>in a group a student is given

part of the material to be learned, so that the whole group covers the chapter

– Structured controversies4-person group, students work in pairs to research each aspect of the controversy

Service Learning• Combines academic learning with personal

and social development for secondary and college students

• These activities are:– Organized and meet academic and community

needs– Integrated into the student curriculum– Provide time to reflect and write about service

experience– Provide opportunities to apply newly acquired

knowledge– Enhance both academic learning and a sense of caring for others.

Class Exercise – Develop a concept map on any concept of this chapter with at least 3 relationships

Concept