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GROUP LEARNING TECHNIQUES - Coggle Diagram

- - - - The characteristics of each group are determined by:
        Individuals: each person is different.
        Its context: Cultural, family, socioeconomic, work ...
        Their motivation to belong to the group.
        Extrinsic Motivation.
        Intrinsic Motivation with its: Interests Motivations - Expectations History.
        
        Collaborative learning is the educational approach that, through groups, seeks to improve learning through joint work. Groups of two or more students work together to solve problems, complete tasks, or learn new concepts.
        Collaborative learning can occur between peers or in larger groups. Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts or find solutions to different problems.
        
        Why use collaborative learning?
        Research shows that active, social, contextual, playful and guided educational experiences, to some extent, by female students lead to deeper learning.
        The benefits of collaborative learning include:
        • Development of high-level thinking, oral communication, self-management and leadership skills.
        • Improved interaction between students and educational institution.
        • Increase in academic retention, self-esteem and responsibility.
        Considerations for applying collaborative learning:
        • Set clear expectations for female students.
        • Establish basic rules for participation and contribution.
        • Carefully explain to the students how the groups or peer discussion will work and how it will be graded.
        • Assume responsibilities (each member of the team).
        • Incorporate self-assessment and peer review so that group members consider their own contributions and those of others.
        
        The most effective learning occurs when female students are actively involved in a project. As we move toward a more collaborative world, the principles and personality traits acquired through education and peer engagement have become more important than ever.
        A collaborative approach does not assume that everyone will progress at the same speed. It is expected that the brightest female students will also be inclined to lead the others. And they will benefit from a stronger network of group leadership and support.
- - - - WHAT IS UNDERSTOOD BY EDUCATIONAL ENVIRONMENT?
        The environment is conceived as a daily construction, daily reflection, permanent singularity that ensures diversity and with it the richness of life in relationship (Ospina 1999).
        The expression educational environment induces us to think of the environment as a subject that acts with the human being and transforms it.
        From there it is derived that the city educates (the educating city) (Naranjo, Torres 1996), the street, the school, the family, the neighborhood and the peer groups, among others.
        Reflecting on educational environments for the healthy development of subjects calls for conceiving a great tissue built for the specific purpose of learning and educating oneself.
        
        Another of the notions of educational environment refers to the scenario where favorable learning conditions exist and are developed. A space and time in motion, where participants develop capacities, competencies, abilities and values (A.C. CEP Parras 1997: 15-18).
        For the creators of community experiences aimed at generating educational environments, two components arise in every educational environment: challenges and identities.
        
        Educational environments are also marked by identity, since the management of identities and own culture is the possibility of creating relationships of solidarity, understanding and mutual support and social interaction.
        The educational environment is not limited to the material conditions necessary for the implementation of the curriculum, whatever its conception, or to the basic interpersonal relationships between teachers and students.
- - - - Talking about teams refers to delegation of tasks, negotiation and reconversion of conflicts. It implies accepting the complexity of the institutional task and, at the same time, it leads to the satisfaction of sharing goals and spaces, the development of feelings, belonging and the understanding of isolated and individualistic work.
        
        By working in a team you learn, therefore, you teach. That is, the timely and attentive teacher intervention is what allows students to develop their potential collectively.
        Analyze with them the use of the social network and email and rethink it from the perspective of information exchange. Learning with others allows students to feel interested in these forms of communication from another vision.
        
        The collaborative seeks to develop personal and social skills and the contributions of the members to achieve goals.
        Students have different ways and paces of learning, although they all have the ability to learn.
        They know how to use social media, but they fail to search for information on it. The so-called "digital natives" know all about the internet and the use of a computer in general.
        This research is the first international comparative study that sought to measure the readiness of students for their insertion into the information age.
- - - - It is necessary to implement strategies that make it possible to strengthen teamwork in education and guide it towards true cooperative work.
        This is a group teaching-learning modality that favors the following aspects: interaction with other people and continuous and permanent help between them; the contribution of their own knowledge, capacities, abilities and skills in favor of the enrichment of the other for the achievement of a common objective; the expression of ideas and the debate about them among people; joint resolution of problems that arise; the coordination of tasks that carry responsibilities; and the consolidation of a final result; all this, in a climate of trust and respect.
- - - - This need can be established from the following parameters:
        
        Group action is usually safer and more effective than individual management or the simple addition of individual actions.
        
        Through collaboration, the pedagogical aids provided to students are more likely to be optimized.
        
        Collaboration, through teamwork, allows us to analyze problems that are common, with greater and better criteria.
        
        It requires among the teachers that they educate the agreement in common approaches, as well as sufficiently coherent criteria and principles of action.
        
        Teamwork in an educational institution goes beyond joint actions with another or others, the purpose is to achieve the same goal from all levels: managers, teachers, students and parents.
        With all of the above, a work team consists of a group of people working together, who share perceptions, have a common proposal, agree with the work procedures, cooperate with each other, accept a compromise, resolve their disagreements in discussions. open; The above does not appear automatically, but must be built little by little.
        We are talking about a collaborative action where discussion is not the objective but the means.
- - - - An important aspect to take into account in planning is the composition of the groups:
        Should we intervene in it?
        Should you let the students decide who they want to work with?
        The teacher can take part in the formation of the groups whenever he deems it convenient.
        This knowledge is of great value both to get a more accurate idea about the capacities of the various students and to serve them in a diversified way; In this vein, interesting strategies are often learned from the interaction that students have with each other.