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Essay / Research Paper Abstract
This 8 page paper provides an overview of the use of cooperative learning techniques in the classroom setting. This paper relates the value of using cooperative learning teaching methods. Bibliography lists 5 sources.
Page Count:
8 pages (~225 words per page)
File: MH11_MHCoopL3.rtf
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Unformatted sample text from the term paper:
the traditional, direct instruction model is continues to be the most commonly used teaching strategy, cooperative learning has gained focus and educators claim great successes from the implementation of cooperative
learning measures. In understanding the perceived benefits of cooperative learning models, it is helpful to relate an analytical comparison of the basic elements of direct instruction and those
of cooperative learning models. Both of these instructional models are based on the integration of curriculum-based benchmarks and an assessment of student outcomes, but the approaches are different and
require different levels of participation on the part of both educators and students. Traditional Direct Instruction Model Direct instruction models, those commonly used in traditional educational settings, generally
incorporate three different elements: presentation of materials by the instructor, integration of the materials through practice or discussion, and the assessment of the learning of materials, through testing.
Within the scope of this direct instruction model, educators often integrate repetition, quizzes, and other methods to improve performance on outcome-based assessments. In other words, if an educator is
providing new instruction in mathematics, they would introduce the concepts being studied, utilize practice sheets, manipulatives or other instructional tools to outline the concepts and demonstrate their applicability, and then
repeat this process in order to provide a basis through which the concepts can be internalized. Testing, then, occurs after an adequate period of instruction and assessments relate to
the instructional model as well as the benchmarks or expected learning criteria for the educational unit. Direct instructional models are based on the premise that educational autonomy, the autonomy
of the learner, is imperative to the successful integration of learning materials. In other words, students are viewed as separate individuals in an educational setting, not members of a
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