Technologies for learning
Specific teaching-learning patterns that
serve reliably as templates for achieving
demonstratively effective learning.
3.1 Cooperative Learning Involves small heterogeneous groups
of students
Working together to achieve a common academic goal or task
Working together to learn collaboration and social skills.
2 converging forces:
First: Life outside the classroom requiresmore and more collaborative activity.
Second: awareness of the value and socialinteraction in making learning meaningful
Advantages: Active learning : actively interact with others
Social skills : interpersonal, communication,leadership, compromise, andcollaboration
Interdependence: positive interdependence andaccountability
Individual accountability : individuals learn tobe accountable for their actions.
Limitations Student Compatibility
Student Dependency
Time consuming
Individualist
Logistical Obstacles
IntegrationCooperative learning
Use of small groups
Students work together
Maximize their own and each other’s learning
3.1.1 Johnson and Johnson’s Learning Model(Roger and David Johnson’s interdependent learning group)
4 basic elements:
Positive interdependence
Face-to-face helping interaction
Individual Accountability
Teaching interpersonal and
small-group skills
3.1.2 Team-Assisted Individualization (TAI)(Bob Slavin and Nancy Madden)
Incorporates features that allow students toproceed more efficiently and effectively on theirown with fewer demands on the teacher forindividual checking and motivating.
TAI follows these pattern:1. Teaching groups.
Teacher lesson small heterogeneous groups (learners who are at the same point in the curriculum)
2. Team Formation Every 8 weeks four-member teams
(heterogeneous as possible: achievement levels, gender, ethnic background)
3. Self – instructional materialswork independently using self instructional materials
solving problems, as et of problems, self tests and a summative test
4. Team study.
Pairs working on problems and having their partner checked their solutions.
5. Team scores and team recognition
scores are computed at the end of the week
certificates are given
( exceed the criterion level)
Computer-Based Cooperative LearningCan alleviate some of the logistics obstacles using cooperative learning methods.
• Managing information•Allocating different individual
responsibilities•Presenting and monitoring instructional
material•Analyzing learner response•Administering tests•Scoring and providing remediation
Game
An activity in which participantsfollow prescribed rules that differfrom those of real life as they strive toattain a challenging goal.
Advantages: Attractive : They are FUN!!!
Novel : departure from classroom routine
Atmosphere: Helpful for those who avoid structured learning approach.
Time on task : can keep learners in repetitious tasks
Limitations Competition : counter productive for some students
Distraction : fail to focus on real objectives
Poor design : players spend portion of their timewaiting for their turn, throwing dice,moving markers around a board,and performing similar trivialquestions.
Integration Attainment of cognitive objectives :
Discrimination and memorization
Adding motivation to topics:
grammar rules, spelling and math drills
Small group instruction :
provide structured activities
Basic skills :
sequence, sense of direction, visual perception,
number rules and following rules.
Vocabulary Building:
Boggle, Fluster, Scrabble and Probe
Adapting the content of Instructional Games:
Teachers adapt existing games by changing the subject matter while retaining the game’s structure.
FRAME GAME
Original game structure
framework lends itself to multiple adaptations
Sample adaptations
Safety tic-tac-toe
Spelling rummy
Reading concentration
Word bingo
Simulation An abstraction or simplification of some real-life
situation process.
Participants play a role that involves them ininteractions with other people or elements of thesimulated environment.
Provide realistic practice with feedback in realistic context and include social interactions.
Simulation and Problem-Based Learning
SIMULATORSThe device employed to represent a
physical system in a scaled down form.
are in a widespread use in applications
training workers in a range of manual skills from CPR to welding.
Advantages:
Realistic
Safe
Simplified
Limitations:
Time consuming
Oversimplification
Integration
Training in Motor skills : athletic, mechanical and complex skills.
Instruction in social interaction and human relations
Development of decision-making skills
3.3.1 Role plays A type of simulation in which the dominant feature is
relatively open-ended interaction among people.
Motivating and effective method of developing skills
Examples of tasks for role playing:
counseling, interviewing, sales and customer service, supervision and management.
Examples of simulated settings:
committee meetings, negotiation sessions, public meetings, work teams and
one-on-one interviews.
3.4 Simulation Games Combines the attributes of simulation with the
attributes of games.
Provides condition for holistic learning.
Through the modeling of reality and the player’sinteraction as they strive to succeed, learnersencounter a whole and dynamic view of the processthey are studying.
Integration: Instructional simulation games are found in
curriculum applications that require boththe repetitive skill practice associatedwith games and reality context associatedsimulations.
Societal processes, cultural conflicts, historical eras and ecological systems
Excitement of play interest in the subject matter
holistic treatment of the game a feel for the total process.
Cooperative Simulation Games Cooperation
Acceptance
Success
Fun-oriented environment/atmosphere
Develop strong
positive self concepts
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