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TEACHING STRATEGIES TO ACCOMODATE DIVERSE LEARNERS (Cooperative learning…
TEACHING STRATEGIES TO ACCOMODATE DIVERSE LEARNERS
Cooperative learning & teaching strategies
created if groups are structured in such a way that group members coordinate activities to facilitate one another's learning
cooperative learning leads to:
:check: improved academic achievement & higher-order thinking skills
:check: effective way of including learners with diverse needs into groups with differences
:check: improvement of social relations, social skills & self-esteem amongst learners
Characteristics & requirements:
:star: positive interdependence -- learners must understand they linked to each other
:star: individual & group accountability -- group must be accountable for achieving outcomes; each learner held individually responsible
:star: appropriate use of cooperative skills -- important is social skills promoting higher achievement
:star: face-to-face promotive interaction -- learners encourage and facilitate each other's efforts to accomplish goal
:star: learner reflection -- should reflect on their functioning in group; whether outcomes were achieved
Size of group:
depends on
TEAM
T
ime limits
learner's
E
xperience
A
ge
curriculum
M
aterials available
Group members:
can be assigned randomly, or organised selectively
homogenous:
if teacher wants to support learners experiencing same difficulty
heterogenous:
groups that consist of different types of people (race, gender, etc.)
:green_cross:
informal cooperative learning groups
-- short-term, lasting few minutes - period
:green_cross:
formal cooperative learning groups
-- when learners need to work together to complete assigned tasks, one period - several weeks
:green_cross:
cooperative based groups
-- long-term heterogenous learning groups with commited relationships, semseter - academic year
Arranging the room:
arranged to promote group work
members should be close enough to share material, maintain eye contact
should be able to see teacher without difficulty
space between groups should allow teacher easy access
Assigning roles to ensure interdependence:
indicate what learner can expect from other group members
Explaining the task:
:red_cross: what the assignment is
:red_cross: what to do to complete it
:red_cross: how to do it
Cubing
can be used to challenge learner's problem-solving & thinking skills
opportunities for sharing ideas about a topic/ subject are provided
recognising & recalling facts
understanding & comparing facts
applying facts
analysing info by breaking facts into smaller parts
evaluating info by making judgements
creating new facts by applying them to situations
Problem-based learning
learner-centered
learners learn through engagement in real problem
learning is an active process where learners 'puzzled' by real problem, then set own goals in a PBL settting where 'problems' presented ini assignment form
Collaborative co-teaching
requires 2 teachers teaching together in same classroom
perform tasks jointly, including planning; teaching; etc.
whole class taught by subject teacher; those needing support given by learning support teacher
parallel teacing employed; class divided in 2 groups - mixed ability & taught simultaneously
Scaffolding
teacher provides this by modelling the assignment
teacher explains how to begin
teacher withdraws and allows learners to do task by themselves
teacher may provide more specific support for those who find it difficult
:pencil2: bigger group = more range of abilities, expertise, skills etc. ... need more resources
:pencil2: smaller group for shorter period of time -- greater contribution