Category: edci335 (page 1 of 1)

In those approaches, I select cooperative learning. Cooperative learning is an educational approach in which students work together in groups to achieve common learning goals. It is based on principles of social interdependence, mutual cooperation, as well as individual accountability. Cooperative learning improves the ability of students such as problem-solving, discussions, projects, and presentations. Each group member’s success is tied to the success of the entire group. Meanwhile, cooperative learning helps students strengthen their individual accountability, each student is held accountable for their own learning and contribution to the group. Students engage in meaningful discussion, share ideas, and provide feedback to one another. Under this approach, all the group members will learn how to effectively collaborate with others, including skills such as active listening, conflict resolution, and task division. These skills are valuable both inside and outside of the course.

Here has an example to verify what effects cooperative learning is taking for. Tom was in the second year of high school. He had an intellectual disability that made him not willing to participate in most activities. Because he was lacking in cooperative skills, his teacher took him to join various cooperating learning groups. At the end of the course was quite satisfying. As Tom found that he could take on roles in groups and contribute his thinking and concepts, which include organization of resources, demonstrating his ideal through different types of platforms, as well as cooperating with his group member, to ensure the project went well. After cooperative learning, Tom realized that he could make a valuable contribution to the team.

So far, cooperative learning has been shown to have several benefits for students. It promotes active engagement and participation, enhances critical thinking and problem-solving skill, and increases motivation and enjoyment of learning. Cooperative learning provides an effective way to enhance learning outcomes.

Reference

Felder, R. M., & Brent, R. (2007). Cooperative learning. Active learning: Models from the analytical sciences, 970, 34-53.

Ferguson-Patrick, K., & Jolliffe, W. (2018). Cooperative Learning for Intercultural Classrooms : Case Studies for Inclusive Pedagogy (First edition.). Taylor and Francis. https://doi.org/10.4324/9781351164641

1. Through the video, Derek Muller uses several examples to provide that people are always blindly confident about new things and think they have mastered the knowledge. However, the fact is they didn’t grab the important point. As the video said, knowledge does not mean understanding. Derek Muller thinks learning is difficult, and people should pay utmost attention and effort because this process changes their minds. I do not totally agree about this sentence. For some knowledge, people truly do not know what it is, which means the learning process is not to change people’s minds but to acquire new knowledge. Nevertheless, people still need to focus on it and effort to the end. In order to have the best learning effect, high concentration is essential.
2. Constructivism is quite hard to understand for me. In order to handle the concept, I put keywords in Google search and watched some YouTube videos to help me better understand the concept of constructivism.
3. Here is a story about the piano. When I was a kid, someday I suddenly was keen on piano music, my parent saw what I was thinking and started my piano learning journey. However, learning piano is not easy for me, even though I did not know how to read musical scores and control my fingers playing music by piano. Behaviorism plays a role during my process of learning piano. With practice, I am more familiar with the piano and could play music entirely. Thus, I would like to use “habits” to discuss my behavior. Due to periodic practice and review, I have acquired this skill.
4. When I was studying in junior high school, the school held a summer camp to learn about the history of the United States, and visited different buildings. What made this learning experience so memorable for me was the perfect combination of passionate instructors, hands-on activities, and a supportive community.
5. The behaviorist teacher would likely use a reward system to reinforce desired behaviors, such as giving praise or grades for correct answers or completion of assignments. The cognitivist teacher would also provide opportunities for students to connect prior knowledge to new information, encourage them to ask questions and guide them in developing their own frameworks and mental models related to climate change. The constructivist teacher might design learning activities where students conduct investigations, gather data, and engage in real-world problem-solving related to climate change.
6. The process of learning piano is behaviorism, repeat practice helps me acquire every piano music.
7. The process of learning statistics and mathematics is cognitivism. The instructor provides feedback and clarifies misconceptions. Through reflection, students gradually internalize problem-solving techniques and become more independent in applying them to new situations.
8. The process of learning landscape design is constructivism. When the instructor assigns the task, students are divided into several groups. Engaging students in conducting research, collecting data, and constructing their understanding of the topic. They can discuss their findings and move projects forward.
9. The cognitivism is more in line with my state of learning. I am glad to make a schedule, thus I can handle my time to fulfil assignments.

Reference

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance improvement quarterly, 6(4), 50-72.