Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments
Journal Title: International Journal of Instruction - Year 2014, Vol 7, Issue 1
Abstract
Active Learning in Maths and Science (ALMS) was a six-month face-to-face professional development program for middle school maths and science teachers carried out between June and November, 2010 in two Indian states. ALMS’s theory of action is grounded in the belief that collaborative learning serves as a “gateway” to learner-centred instruction. Designers theorized that this shift from individual to collaborative learning would redefine the teacher’s role; alter the teacher and student relationship; change teachers’ organizational, instructional and assessment practices; and begin to lay the groundwork for an eventual shift toward full learner-centred instruction. As this paper will discuss, this proposed theory of action was largely confirmed. Over 80 percent of teachers across the two states regularly implemented collaborative learning techniques and began the larger journey toward learner-centred instruction. This implementation also resulted in a number of benefits for students, including greater levels of engagement, increased confidence, and improved behaviour. The research also suggests that when teachers see positive changes as a result of their actions, their deeply-held beliefs about traditional instruction may conflict with what they in fact witnessed in their classrooms. This is the beginning of the evolution of change.
Authors and Affiliations
Mary Burns, Elizabeth Pierson, Shylaja Reddy
Keywords
Related Articles
- EP ID EP141611
- DOI -
- Views 86
- Downloads 0
THE RELATIONSHIP BETWEEN SELF CONCEPT AND RESPONSE TOWARDS STUDENT’S ACADEMIC ACHIEVEMENT AMONG STUDENTS LEADERS IN UNIVERSITY PUTRA MALAYSIA
This is a quantitative research using correlational method. The purpose of this research is to study the relationship between self concept and ability to handle stress on academic achievement of student leaders in Univer...
En examinant Validité de Maths 105 comme Prérequis à Maths 201 parmi étudiants en licence, le Nigeria
Dans cette étude, l'auteur a examiné la validité de MATHS 105 comme un prérequis aux MATHS 201. Les données pour cette étude étaient extracteddirectly de la logique de résultats d'examen de l'université. La statistique...
L’ Amélioration de la Compétence Parlante anglaise d'Étudiants à Écoles Publiques saoudiennes
Dans l'anglais langue étrangère (EFL) des contextes, l'absence de situations d'apprentissage des langues authentiques à l'extérieur de la salle de classe présente un défi significatif à l'amélioration des compétences d...
Does Learners’ Prior Knowledge Moderate the Detrimental Effects of Seductive Details in Reading from Text? A 2 by 3 Study
Previous work on seductive details has demonstrated that interesting but irrelevant messages hinder students’ text learning. Considering that there is little evidence suggesting the relationship between seductive detai...
The Influence of Gender and Special Education Training on Attitudes towards Inclusion
Inclusive education practices on special education are quite important and discussed intensively. Within this context, teachers’ viewpoints and attitudes towards inclusive education practices are of great importance. T...