By Michael Michels
Teachers learn a variety of different skills and strategies
throughout their college education. Once employed, teachers hone their
skills by finding out what really works in the classroom for them. Many
teachers also further their education by attending graduate school or
other professional development workshops and seminars. In so doing,
teachers keep abreast of the most effective teaching strategies. The
most recent trend among teachers of all kinds is Cooperative Learning.
Cooperative Learning can mean a lot of things to a lot of different
people. Cooperative Learning in its true meaning is probably occurring a
fraction of the time that a teacher thinks it is in their classroom.
Cooperative Learning in its true form has groups of students
working together to achieve a common goal or task. The problem is we
usually end up with group work. Group work is drastically different from
Cooperative Learning. When group work is occurring, students are
usually bored, unmotivated and not actually cooperating much at all. One
student may do all the work and give the answers to the other members
of his/her group. Other times, each student may do a few questions each
and then give the answers to everyone else in their group. The bottom
line is, group work does not allow all students to gain as much as they
can from the lesson. It is an unstructured learning experience where
some students did a lot of the work and others did very little or none.
Because of the lack of structure many students also feel left out.
In true Cooperative Learning, students are given a structured task
where everyone is involved and individual accountability is built in.
Students are working together to achieve success and have a positive
learning experience. They all will participate equally so individuals
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