Kenisha Thompson's Theory Paper - 0 views
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Our class text supported my initial theory of the goal by stating that collaborative learning is the instructional use of small groups where students contribute to maximize each other’s learning.
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puaypeowng on 14 Jun 07besides the use of small groups, do you think you should also make some mention of the over-arching goals of collaborative learning presented in the class text (i.e. raising the achievement of all students; building positive relationships among students; and providing students the necessary experiences for healthy social, psychological, and cognitive development, etc)?
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I realize that in leadership courses, critiques indicate students enjoy and learn more from the small group activities as opposed to the larger group discussions
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I think that is very true. In the Army, we usually assign trainees to groups no larger than 5 or 6 since that is the size which the group will be able to perform at a optimal level.
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My initial theory regarding conditions necessary for collaborative learning was that in order for collaborative learning to be effective, the expectations must be clearly stated and all students must understand and agree to them.
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I think that is very true. It is important to make the learning objectives very clear to the learners as well as to ensure that they are willing participants in order for the collaboration to be effective and successful.
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Our class text addresses the fact that explanation of intended learning outcomes increases the likelihood that students will focus on the relevant concepts of the lesson. The greatest adjustment to my theory regarding conditions has been the justification by empirical data.
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Will you agree that there are several other key factors that can be considered as the conditions underlying that of effective collaborative learning, such as positive interdependence; individual and group accountability; promotive interaction preferably face-to-face - to make members of the group personally committed to each other as well as to their mutual goals; interpersonal and small-group skills; and self assessment of group functioning.
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Although these tools are effective and have shaped my theory regarding accountability, I will not be able to incorporate their use in Naval Leadership. There is no grading criteria or consequences if a student does not participate as much as others.
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I agree with you in that I will not probably not use them myself in the Army for the same reasons you have mentioned :)
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Personal Experience My previous theory and the foundation of my thoughts about collaborative learning were based on my experience as a Naval Leadership facilitator. The nature of facilitation encourages collaboration between students and the facilitator, who serves more as a “conversational shepherd” than a teacher. The students also collaborate during activities and games with their peers. The only portion of the course that is not collaborative is the e-learning assigned for homework
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I think that the use of "Personal Experience" section is a very nice way to present to the gist of your previous theory paper to the reader. I like it very much.
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I think you did a great job in presenting your understanding of collaborative learning and still meeting the word limit which was a challenge to me...
