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Module 8-10 Discussion Questions

Cooperative learning involves assigning group tasks and activities where students exchange ideas and guide discussion. There are five elements of successful small group learning: positive interdependence, face-to-face interaction, individual and group accountability, group behaviors, and group processing. A constructivist teaching approach sees learning as an active process where students build on prior knowledge to relate to new learning. The teacher guides meaningful activities and questions to develop students' thinking. Peer tutoring pairs students to encourage active learning, critical thinking, and cooperation through techniques like one-way, reciprocal, class-wide, and cross-age tutoring. Paired learning allows students to interact, share perspectives, and engage in sustained learning through working with a peer.

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25 views

Module 8-10 Discussion Questions

Cooperative learning involves assigning group tasks and activities where students exchange ideas and guide discussion. There are five elements of successful small group learning: positive interdependence, face-to-face interaction, individual and group accountability, group behaviors, and group processing. A constructivist teaching approach sees learning as an active process where students build on prior knowledge to relate to new learning. The teacher guides meaningful activities and questions to develop students' thinking. Peer tutoring pairs students to encourage active learning, critical thinking, and cooperation through techniques like one-way, reciprocal, class-wide, and cross-age tutoring. Paired learning allows students to interact, share perspectives, and engage in sustained learning through working with a peer.

Uploaded by

Sharra Dayrit
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Module 8-10 Discussion Questions

Answer the following:


1. How does Cooperative learning work?
- It works by assigning a group assignment or activity to each group, with the instructor
assessing the discussion subject that will be provided, in which this student will
exchange ideas and learnings and guide the group activity. So it works by cooperating
on a common task that allows for active participation in a small group. Because of
cooperative learning, students are able to confront their own views and absorb their
information.

2. Explain the five elements that allow successful small-group learning.


POSITIVE INTERDEPENDENCE
- It develops the independence of the student in the work that is allocated to them by requiring
them to take responsibility for both their own work, effort, and job as well as the efforts of the
entire group in order to have the kind of constructive responsibility required for small group
learning.

FACE-TO-FACE INTERACTION
- Well, this is most likely the interaction or socializing in which everyone supports one another
and fosters a pleasant atmosphere for the classroom discussion, as well as the eye contact to
watch their reaction to determine if everyone agrees to a certain task that it shares.

INDIVIDUAL AND GROUP ACCOUNTABILITY


- different parts leading to the group's goal. Therefore, it is more likely to occur in a small group
to determine if each person has fulfilled their role on their own and whether the group as a
whole was able to be accountable in achieving its goal.

GROUP BEHAVIORS
- When engaging in small group learning, it is crucial to observe the group's behavior. It can be
a bad behavior to their interpersonal relationships because at this point you will see how you will
be able to complete the task of a group activity due to their behavior, and they are more likely
not interested in sharing their thoughts, ideas, and lessons learned about a particular task.
enhance their socializing; some may be introverts or extroverts who think about group behavior.
as well as the capacity for cooperation.In most group situations, we can identify the genius, the
timid, or the lazy person. Therefore, in terms of how it might result in achieving the group's
objectives, this group behavior will serve as an example of a tiny group.

GROUP PROCESSING
- It also improves the likelihood that one will be able to determine what each member of a group
can bring to their responsible job and the results of their ability to collaborate or work together
on a task.
3. What is a Constructivist Teaching Approach? What are its types? What is the role of the
teacher in this approach?
- The constructivist teaching style sees students' learning as an active process in which
they self-construct previous knowledge to relate to the current learning that they are
having with the instructor. This implies that when children arrive at school, they have this
prior experience or information, which will be added to the current knowledge that they
have with the new lesson.

- The approach utilized is a social constructivist one, which enables students to build new
information or understanding on their own to more readily comprehend what the
instructor is discussing with them. It also encourages students to use their past
knowledge in the lesson. as well as the integrated teaching style, which is more likely to
approach pupils through diverse elements of learning such as topic skills, disciplines,
and life experiences.

- The role of teachers in this is to offer opportunities for students to engage in meaningful
activities that might improve a learning topic and be more constructive for the students. It
will be the guide for the learner to the questions that demand an acceptable cognitive
process, which will increase their skill of thinking. Finally, providing instructional
resources where students may integrate their learning ideas in activities that will expose
the minds of the pupils to the unresolved and unknown questions that they had previous
to that activity.

4. What is a peer tutoring method of teaching? What are its types?


- Peer tutoring is an educational technique that comprises student partnerships that pair
high achievers with lesser achievers or those with equivalent achievement for organized
sessions. as well as to encourage pupils to engage in active learning and critical
thinking. Peer tutoring does not provide solutions; instead, it teaches pupils how to find
answers on their own. This is also a learning strategy that encourages cooperation and
teamwork in order to obtain information. Indeed, given a notion and various knowledge,
students must solve a problem without the assistance of a teacher. That is, each learner
is both a receiver and a provider of knowledge.
- The types of peer teaching are One way peer teaching which is a direct teaching most
likely to the student who has some kind of disability that is needed to look forward to
teaching them.
- Duplex or reciprocal peer teaching is a bidirectional teaching procedure in which a
student with a disability pairs with a student who does not have a disability. This
stimulates their learning by allowing them to connect and form bonds similar to what they
may have when peer tutoring.
- Class-wide peer tutoring is an activity in which the entire class divides into pairs, and it is
most likely an activity that requires time, motivation, and effort to manage their attention
and focus on the lesson topic that the class will be discussing.
- Crisscross or cross age peer tutoring,This is a pairing group in which students will be
partnered with an older peer who is older than them in order to assist them learn ahead
of time and develop their interpersonal skills and metacognitive thinking.

5. What is paired learning? What are its benefits?


- Pairing learning is the easiest approach for students to interact with their learning
experience by working with a peer. It allows pupils more time to consider their own points
of view and what they understand. In this paired learning, they will be able to share with
one another what they know about a specific topic, and it will involve creating and
sustaining the quality of engagement with their peers that creates the same learning and
experience of the paired students, which will also give the class the quality of having
control and the easiest way of teaching the students.

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