NAME : NIRWATI (2130730014)
:KHUSNO ABDUL AZIZ (2130730007)
Group : 13
Cooperative
learning is a teaching and learning strategy that emphasizes the attitudes or
behavior in work or assist in among the regular cooperation structure within
the group, which consists of two or more people. This model is based on
cognitive learning theory and social learning theory. Learning steps according
to cooperative learning is divided into several steps with the sequence
indicators, namely: to convey the purpose and motivate students, provide
information, organize students into study groups, guided group study,
evaluation, and reward. For classroom management according to the model of
cooperative learning is translated into a grouping, the spirit of mutual
cooperation, and arrangement classes. In the teaching model of cooperative
learning there are three models of evaluation, namely: competition evaluation
model, individual evaluation, and evaluation of cooperative learning
Cooperative
Learning Structures
·
Problem Sets
Students complete some or most of
their homework assignments in teams. The teams are encouraged to include only
the names of actual participants on the solution set that they hand in. The
students are initially disinclined to leave anyone’s name off, but eventually they
get tired of letting nonparticipants (“hitchhikers,” in cooperative learning
parlance)get good grades for work they didn’t do and begin to omit names, at
which point many hitchhikers—unhappy about getting zeroes on assignments—start cooperating.
·
Laboratories and Projects
Laboratories and projects may be
carried out by teams (as they often are in traditional curricula), except that
again the team grades should be adjusted for individual performance.
·
Jigsaw
Jigsaw is a cooperative learning
structure applicable toteam assignments that call for expertise in several
distinct areas. For example, in a laboratory exercise, areas of expertise might
include experimental design, equipment calibration and operation, data analysis
(including statistical error analysis), and interpretation of results in light
of theory, and in a design project the areas might be conceptual design, process
instrumentation and control, safety and environmental impact evaluation, and
cost and profitability analysis.
·
Peer Editing
When teams turn in written lab
reports and/or give oral presentations, the usual procedure is for the instructor to do the
critiquing and grading. A powerful alternative is
peer editing, in which pairs of
groups do the critiquing for each other’s first drafts(written) or run-throughs
(oral). The groups then revise their reports and presentations taking into
account the critiquing teams’ suggestions and then submit or present to the
instructor. This activity lightens the grading load for instructors, who end up
with much better products to grade than they would have without the first round
of critiquing.
·
Peer-Led Team Learning
In peer-led team learning(PLTL),
lectures are supplemented by weekly 2-hour workshops
in which students work in six- to
eight-person groups to solve structured problems under the guidance of trained peer
leaders. The problems must be challenging and directly related to the course
tests and other assessment measures. The course professor creates problems and
instructional materials, assists with the training and supervision of peer
leaders, and reviews progress of the workshops. The materials prompt students
to consider ideas, confront misconceptions, and apply what they know to the
solution process. The peer leaders clarify goals, facilitate engagement of the
students with the materials and one another, and provide encouragement, but do
not lecture or provide answers and solutions (8, 9).
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