Motivation, Social Constructivism and Cooperative Learning

 

 

Order Number			45471455714
Type of Paper			Essay
Writer Classification Level			Undergraduate
Style of Writing			MLA/APA/CHICAGO/
Sources and References			5
Number of Pages			4
Paper Instructions Social Constructivism and Cooperative Learning Activity 6.1 In your own words explain the term social constructivism. Discuss the origin of social constructivism. Differentiate between the concepts `constructivism’ and `social constructivism’ Activity 6.2 Now read the contents presented in Figure 6.1 and answer the following questions:     What is peer-assisted learning? What is one major problem with peer-assisted learning? Activity 6.3 In your own words explain the meanings of these terms: a) Schema b) Positive and negative reinforcement c) Scaffold d) Zone of proximal development e) Internalisation f) Modelling g) Vicarious reinforcement h) Fading Why are the following processes important if students are to be active learners? a) Having a goal or purpose for each task b) Relating new information to existing knowledge. c) Checking he/ she has understood the information. Now turn to Reading 6.1 before continuing with the questions Explain in your own words the meaning of the terms: a) Individualistic goal structure. b) Competitive goal structure. c) Co-operative goal structure. What does this article suggest are the two conditions which need to be met if co-operative group work is to be effective Activity 6.4 What are the characteristics, which distinguish ‘co-operative’ groups from ‘seat-work’ groups? Explain in your own words the meaning of the terms: Collaboration Elaboration Self-elaboration Internalisation Cognitive conflict Use your knowledge of learning theories to explain why the students who explain most to their peers are most likely to learn most from their participation in a co-operative group. Some former university students who have tried using co-operative group work in their classrooms, report that it increases students’ motivation and understanding, but it takes longer to cover the prescribed work. What is your reaction to these comments? Would you implement co-operative group work in your classroom? Activity 6.5 Before you attempt the next activity we’d like you to do the following. Reading 6.1 First turn to and read pages 116–119.  You are expected to identify the similarities and differences in these three different methods of organising groups.   Discuss how this method of organising groups might have an impact on these aspects of learning. Give reasons to support your answer. Individual students’ involvement in the group. Students’ motivation Students’ learning. Activity 6.6 What are the differences among these three approaches to organising cooperative groups: jigsaw approach, competitive approach and team investigation approach? In your answer you might like to consider: a) Source of students’ motivation; b) Type of tasks students are asked to complete; and c) Level of accountability of all group members. Explain why a teacher should consider the following factors in organising effective cooperative groups. a) The size of the group. b) The range of abilities of the students. c) The task the students are asked to complete. Imagine you are about to organise 40 Class 5 students to work in co-operative groups. What steps should you take to prepare these students so that they will be able to work effectively together? In your answer you might like to consider how you would develop: a) The students’ co-operative skills like listening, sharing and managing the task; b) The students’ questioning skills; and c) The quality of the students’ explanations Activity 6.7 Readings First turn to Reading 6.3: Slavin R. E. (1991) Synthesis of Research on Cooperative Learning Educational Leadership February 71–82. Reading 6.4 by Kohn. Kohn (1991) wrote this second article as a response to Slavin’s argument. Reading 6.5, by Slavin (1991).  Slavin wrote this shorter article in a response to Kohn’s criticism.   Answer the questions below The next activity is based in these readings. Answer the questions below after you have attempted the readings. In the first article, Slavin begins by discussing many of the issues associated with learning in co-operative groups. He then discusses four different methods of structuring student learning teams. Finally, he cites evidence of positive affective impacts from participation in a group. What are the three concepts which are found in all student team—learning methods? Why does Slavin (1991) believe that these three concepts are important in promoting student learning? For effective participation in a group, students need to take each other’s achievement seriously in order to work together. Slavin’s argument is based on the claim that group goals and individual accountability motivate students to take another person’s learning seriously. a) What evidence does he give to support this claim? b) Do you think group rewards are the best way to motivate students to take another’s learning seriously? You might like to think about your experience as a student at school, as a university student, and as a participant in a group in your community.   The following questions are based on Reading 6.4 by Kohn (1991).  1. Kohn claims that extrinsic rewards undermine intrinsic motivation. a) What evidence does Kohn give to support his claim? b) What other evidence does Kohn use to criticise Slavin’s argument? What model of cooperative learning (CL) does Kohn suggest should replace Slavin’s student team approach?   Slavin (1991) claims that rewards are necessary because most classroom tasks are not intrinsically motivating After reading through Reading 6.5 answer the following questions.  To what extent do you agree with Slavin’s claim? As we have discussed earlier, the type of tasks students are asked to carry out in the group have an important impact on their interactions. Many of the groups studied in Slavin’s research were asked to complete individual worksheets and were told to consult each other for help. a) What impact do you think these techniques would have on students’ understanding and involvement in the group processes? b) Do you think Slavin would have produced the same finding if he had chosen a different task for the groups? Why, or why not? There is one further complication teachers need to consider in deciding which method of small-group instruction they will use in the classroom. Research (Abrami, Chambers, D’Apollonia, Farrell, De Simone, 1992) has shown that being a member of an unsuccessful group has a negative impact on the lower-ability students. These students’ self-concept decreased as a result of their group’s unsuccessful performance. As you read in Unit 5, a good self-concept is linked to students’ effort and predictions of future success. Now consider all this information in deciding your answer to the next question. Which method of organising co-operative groups do you think is most appropriate for the Pacific Island region? Give reasons to support your answer
	Distinguished (100%)	Proficient (85%)		Basic (70%)	Below Expectations (50%)	Non-Performance (0%)
Thesis Statement	Raises the strongest   objection to the thesis presented in the assignment. The objection is strongly grounded in research and logical reasoning.	Raises a plausible objection to the thesis presented in the assignment. The objection is mostly grounded in research and logical reasoning.		Raises an objection to the thesis presented in the assignment. The objection is somewhat grounded in research and logical reasoning.	Attempts to raise an objection to the thesis presented in the assignment. The objection is minimally grounded in research and logical reasoning.	The objection to the thesis is either nonexistent or lacks the components described in the assignment instructions.
Counter Argument	Provides a strong, thorough rebuttal to the objection. The rebuttal effectively demonstrates that the thesis can withstand the objection and applies the principles of charity and accuracy.	Provides a rebuttal to the objection. The rebuttal mostly demonstrates that the thesis can withstand the objection and mostly applies the principles of charity and accuracy.		Provides a limited rebuttal to the objection. The rebuttal somewhat demonstrates that the thesis can withstand the objection and somewhat applies the principles of charity and accuracy.	Attempts to provide a rebuttal to the objection; however, the rebuttal minimally demonstrates that the thesis can withstand the objection and does not apply the principles of charity and accuracy.	The rebuttal is either nonexistent or lacks the components described in the assignment instructions.
Conclusion	Provides clear and concise closing remarks that comprehensively summarize the essay. The remarks consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem.	Provides closing remarks that summarize the essay. The remarks mostly consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are somewhat unclear.		Provides closing remarks that minimally summarizes the essay. The remarks minimally consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problems. The closing remarks are unclear and/or vague.	Attempts to provide closing remarks that summarize the essay; however, the remarks do not consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are unclear and vague.	The closing remarks are either nonexistent or lack the components described in the assignment instructions.
Written Communication: Context of and Purpose for Writing	Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.	Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.		Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.	Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics	– Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.	Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand		Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.	Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Required Formatting	Accurately uses required formatting consistently throughout the paper, title page, and reference page.	Exhibits required formatting throughout the paper. However, layout contains a few minor errors.		Exhibits limited knowledge of required formatting throughout the paper. However, layout does not meet all requirements.	Fails to exhibit basic knowledge of required formatting. There are frequent errors, making the layout difficult to distinguish as required style.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Word Requirement	The length of the paper is equivalent to the required number of words.	The length of the paper is nearly equivalent to the required number of words.		The length of the paper is equivalent to at least three quarters of the required number of words.	The length of the paper is equivalent to at least one half of the required number of words.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Resource Requirement	Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.	Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.		Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.	Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.	The assignment is either nonexistent or lacks the components described in the instructions.