Seminar paper on collaborative learning in mathematics teaching

Oleh deni

Senin, 16 Mei 2016

Bagikan :

Tweet

Seminar paper on collaborative learning in mathematics teaching

Introduction

· This paper presents a short study about how to develop a collaborative learning in Mathematics subjects.

· Collaborative learning is an educational approach to teaching and learning mathematics that involves groups of students working together to solve a problem, complete a task or create a product.

· Collaborative learning is a specific type of educational approach for learning and teaching mathematics.

What is collaborative class room?

· The class room in which students and the teachers work jointly is called the collaborative math class room

· Effective communication and collaboration are essential to becoming successful learner, among teacher, students, and others.

· dialogue and interaction that curriculum objectives come alive

· A learning group within the class can accomplish meaningful learning.

Characteristics of a collaborative classroom

Have four general characteristics

1. Shared knowledge among teachers and students

· In traditional classrooms, the dominant metaphor for teaching

· In contrast, the metaphor for collaborative classrooms is shared knowledge.

· Collaborative teachers also value and build upon the knowledge, personal experiences, language, strategies, and culture that students bring to the learning situation.

2. Shared authority among teachers and students

· In collaborative classroom, teachers share authority with students in very specific ways but in most traditional classrooms, the teacher is largely responsible for setting goals, designing learning tasks, and assessing what is learned

· In contrast, collaborative teachers differ in that they invite students to set specific goals within the frame work of what is being taught

3. Teachers as mediators

· The role of the teacher increasingly emphasizes mediated learning.

· Successful mediation helps students connect new information to their experiences and to learning in other areas, helps students figure out what to do

4. Heterogeneous groupings of students

· The students are not segregated according to supposed ability, achievement, interests, or any other characteristic.

· Students we might label unsuccessful in a traditional classroom learn from brighter students, but more importantly, the so- called brighter students have just as much to learn from their more average peers.

Hence four groups of students are essential characteristics of collaborative classrooms.


Teacher’s role in a collaborative classroom

- Role of facilitator:

creating learning tasks that encourage diversity, but which a To facilitate high quality group interaction, teachers may need to teach, and students may need to practice, rules and functions for group interaction aim at high standards of performance for all students.

- Role of model:-

Sharing one’s thinking and demonstrating or explaining something. Collaborative classroom, model serves to share with students not only what one is thinking about the content to be learned, but also the process of communication and collaborative learning.

- Role of model:-

Coaching involves giving hints or clues, providing feedback, redirecting student’s efforts and helping them use a strategy.

Students’ role in a collaborative class room

- Before learning

Students set goals and plan learning tasks. Learning goals are the most important means because they guide for mathematics learning activities, when students collaborate they discuss their goals with the teacher and teacher also interacts with the students about his goals. After discussion about their goals, they finally determine the goals for learning.

- During learning

The students also think more responsibility for planning their own mathematics learning activities because they have formulated their own goals. In this collaborative class room become self motivated for learning activities with other groups and gets feedback from them. Each also shares ideas with the whole class.

- After learning

· Feedback from other group they can learn more about regulating their own learning which they can use in the future. they can decide plans for future learning also.

· Students which are intending to learn can clarify their doubts.

· The sense of cooperation which is in collaborative mathematics classroom makes assessment less hegemony then in a more traditional assessment situation.

Challenges of a collaborative classroom

v Classroom control:-

Collaborative classrooms tend to be noisier than traditional classrooms.

Some teachers also believe that a noisy classroom indicates lack of discipline or teacher control. But we argue that the noise in a smoothly running collaborative classroom indicates that active learning is going on. On the other hand, rules and standards must be stressed from the beginning.

v Preparation time for collaborative learning

Teachers and administrations may believe that new lesson plans must be formed for these classrooms.

v Individual differences among students

Students, may worry that high achieving students will be held back a major question people have concerns the advantage collaboration affords gifted or high achieving students. Mainly two issues may arises,

1) Low achieving students may worry.

2) High achieving students will be held back.


v Individual responsibly for learning

In collaborative classrooms it is often difficult to assign individual grades. Some teachers give group grades, but many students and parents are uncomfortable with these. Effective ways have been developed whereby individual students can be evaluated in the collaborative classrooms.


Conclusion

Collaboration learning requires an extra effort from traditional learning

· it is well-planned

· it is a sophisticated instructional strategy

· critical thinking skills are encouraged

· promotes content learning

· promotes trust in others

· gains friendships across genders, ethnic and racial boundaries

· develops respect for diversity

Tag : learn maths