Using Racial and Class Differences in Infant Mortality to Teach about White Privilege: A Cooperative Group Activity

2018 ◽  
Vol 47 (2) ◽  
pp. 102-115 ◽  
Author(s):  
Jessica A. Cebulak ◽  
John F. Zipp
Keyword(s):  
Infant Mortality ◽  
Cooperative Learning ◽  
White Students ◽  
White Privilege ◽  
Color Blindness ◽  
Cooperative Group ◽  
Learning Groups ◽  
Class Differences ◽  
Learning Group ◽  
Racial Privilege

A considerable amount of research across the past several decades has documented the emergence of a new racial ideology of “color-blindness” as well as evidence that white college students have difficulty recognizing the racial privileges that are obscured by this color-blindness. To address this, we developed a cooperative group White Privilege Activity that used racial and class differences in infant mortality to help students recognize the existence of white privilege. Fielding this in two mass lecture sections of Introductory Sociology, we found that exposure to content on white privilege along with the utilization of cooperative learning group exercises promoted a greater understanding of white privilege for both white and nonwhite students. Furthermore, we found that the racial composition of cooperative learning groups had a significant impact on white students’ racial privilege attitudes.

scholarly journals The Effect of Varied Teaching Strategies on Learning Backstroke Swimming for Students

2020 ◽  
Vol 32 (4) ◽  
pp. 111-116
Author(s):  
Hala Hussein Ali ◽  
Tariq Nezar Al- Talib ◽  
Yaseer Najah Hussein
Keyword(s):  
Cooperative Learning ◽  
Teaching Strategies ◽  
Learning Activity ◽  
Cooperative Group ◽  
Learning Group ◽  
Fast Learning

The researchers aimed at designing some varied teaching strategies for learning backstroke swimming as well as identifying the effect of these strategies on learning backstroke swimming. They hypothesized significant statistical differences in learning backstroke in the posttests of all groups. The researchers divided the subjects into three groups; (6) multi-intelligence group, (9) cooperative learning group, and (8) fast learning group. There are (16) teaching sessions with two sessions per week. The results showed that the fast learning group came first followed by the cooperative group then motor intelligence. The researchers concluded that fast learning activity was better in giving backstroke earning results for learning backstroke swimming in students.

A Computer-Assisted Approach to Conducting Cooperative Learning Process

2010 ◽  
pp. 50-66
Author(s):  
Tsai Pei-Jin ◽  
Hwang Gwo-Jen ◽  
C.R. Tseng Judy ◽  
Hwang Gwo-Haur
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Learning Performance ◽  
Computer Assisted ◽  
Learning Groups ◽  
Learning Group ◽  
Novel Approach ◽  
Learning Efficacy ◽  
Group Members ◽  
Cooperative Learning Groups

Cooperative learning has been proven to be helpful in enhancing the learning performance of students. The goal of a cooperative learning group is to maximize all members’ learning, which is accomplished via promoting each other’s success, through assisting, sharing, mentoring, explaining, and encouragement. To achieve the goal of cooperative learning, it is very important to organize well-structured cooperative learning groups, in which all group members have the ability to help each other during the learning process. In this article, a concept-based approach is proposed to organize cooperative learning groups, such that, for a given course each concept is precisely understood by at least one of the students in each group. An experiment on a computer science course has been conducted in order to evaluate the efficacy of this new approach. From the experimental results, we conclude that the novel approach is helpful in enhancing student learning efficacy.

scholarly journals The Effectiveness of an Inquiry-Based Computer-Simulated Lesson in Physics

2011 ◽  
pp. 401-425
Author(s):  
Sopiah Abdullah ◽  
Nyet Moi Siew ◽  
Merza Abbas
Keyword(s):  
Computer Simulation ◽  
Cooperative Learning ◽  
Conceptual Understanding ◽  
Scientific Reasoning ◽  
Thinking Skills ◽  
Simulation Program ◽  
Scientific Thinking ◽  
Traditional Group ◽  
Learning Groups ◽  
Learning Group

Robust as they are, the existing instructional design prescriptions (Reigeluth, 1983; 1999) which are content-based, expository- and individual-oriented, and generally technology-free are of little use when the task is to design inquiry-based computer-simulated lessons for teaching scientific thinking skills in cooperative learning environments. Thus, the aims of this study were to design a computer-based simulation lesson employing currently available PC and internet software and investigate its effectiveness in various learning situations. The heart of the lesson was the utilitarian Gas Law Simulation program developed by Abraham, Gelder, and Haines (2002) that was incorporated into a hypertext interface display with active links to related notes and worksheets and a superimposed Microsoft Excel table and chart-plotting facility. This package allowed students to review the concepts involved and see relationships between the variables in graphical forms when a selected independent variable was manipulated and all the corresponding values were keyed into the Excel table. A science process skill and HD thinking worksheet was drawn following Lawson’s (1995) prescriptions and the questions and activities were further modified to fit the local syllabus and physics texts. A pilot study was conducted to evaluate and refine the lesson and field testing was conducted using a 3 x 2 factorial design. The first factor was the inquiry-based computer simulation lesson with three modes of cooperative learning, namely, heterogeneous-ability cooperative learning (HACL) group, friendship-based cooperative learning (FCL) group, and traditional group work (TGW) group. The HACL and FCL group were trained following the Kagan (1994) Cooperative Learning Structure while the TGW group which was essentially another friendship-based learning group was not instructed on the Kagan (1994) Cooperative Learning Structure. The second factor was student reasoning ability, namely, empirical-inductive (EI) and hypothetical-deductive (HD) abilities. The sample consisted of 301 Form Four (16-year-old) science students. The results showed that students in the HACL group significantly outperformed their counterparts in the FCL group who, in turn, significantly outperformed their counterparts in the TGW group in scientific thinking and conceptual understanding. The study found that the inquiry-based computer simulation program was effective in enhancing scientific reasoning and conceptual understanding of students of all reasoning abilities but for maximum effectiveness cooperative learning groups should be composed of students of heterogeneous abilities.

Acquiring Social Skills Through Cooperative Learning and Teacher-Directed Instruction

1998 ◽  
Vol 19 (3) ◽  
pp. 160-172 ◽  
Author(s):  
Mary Anne Prater ◽  
Susan Bruhl ◽  
Loretta A. Serna
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Students With Disabilities ◽  
Role Play ◽  
Cooperative Group ◽  
Learning Groups ◽  
Natural Approach ◽  
The Third ◽  
Skill Performance ◽  
Directed Instruction

We compared three procedures for teaching social skills with intermediate-age students with disabilities who also participated in cooperative learning groups. The first group received teacher-directed instruction of three socially validated skills: listening, problem solving, and negotiating. The second group received instruction of the same three skills but using a structured natural approach suggested in the cooperative learning literature (Kagan, 1992). The third group generated, defined, and discussed cooperative group rules, including the three skills taught in the other groups. Students in the teacher-directed instruction group Improved their skill performance during role-play situations on all three skills. Students In the structured natural approach achieved minimal gains during role-play situations. Students In the third group did not Improve their performance during role-play situations on any of the three skills.

scholarly journals Pengembangan Aplikasi Pembentukan Kelompok Cooperative Learning Menggunakan Visual Basic

2016 ◽  
Vol 1 (2) ◽  
pp. 192-208
Author(s):  
Agus Prasetyo Kurniawan
Keyword(s):  
Data Collection ◽  
Cooperative Learning ◽  
Research Method ◽  
Group Formation ◽  
Visual Basic ◽  
Cooperative Groups ◽  
Design Validation ◽  
Learning Groups ◽  
Learning Group ◽  
Expert Validation

This study aim to develop an application using visual basic programming to facilitate the formation of cooperative groups and to investigate the validity, effectiveness, and practicality of the development of this application. This research method including R&D performed with 6 stage, consists of: the potential and problems, data collection, product design, design validation, improved of design, and test products. The results showed that the yield of the IT media expert validation amounted to 82.5% and validation of learning experts is 92.86%. In addition, the results of the questionnaire responses test of subjects each amounted 83.33% for the first test subjects and 91.67% for the second test subjects. Seeing these findings, it can be concluded that the application of cooperative learning group formation using visual basic can be said to be very feasible to be used as a tool for the establishment of cooperative learning groups.

Achievement by All Students within the Context of Cooperative Learning Groups

1994 ◽  
Vol 19 (4) ◽  
pp. 290-301 ◽  
Author(s):  
Pam Hunt ◽  
Debbie Staub ◽  
Morgen Alwell ◽  
Lori Goetz
Keyword(s):  
Cooperative Learning ◽  
General Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Control Group ◽  
Learning Groups ◽  
Learning Group ◽  
Academic Activities ◽  
Cooperative Learning Groups

Three elementary-aged students with multiple severe disabilities acquired basic communication and motor skills within cooperative learning activities conducted in their general education classrooms. With gradually fading assistance from the instructor, the members without disabilities of the cooperative learning groups provided cues, prompts, and consequences to promote the learning of the member with disabilities. The results showed that the three students with disabilities not only independently demonstrated targeted basic skills within cooperative academic activities, but also generalized those skills during follow-up sessions to activities with other members of a newly formed cooperative learning group. In addition, tests of achievement of targeted academic objectives by the members without disabilities in their cooperative learning groups indicated that they performed as well as members of a control group within the classroom that did not include a child with severe disabilities and that members of both the target group and the control group significantly increased their knowledge in targeted academic areas.

Motivational Mediators of Cooperative Learning

1994 ◽  
Vol 74 (3) ◽  
pp. 1011-1022 ◽  
Author(s):  
Robert Daniels
Keyword(s):  
Cooperative Learning ◽  
Achievement Motivation ◽  
Test Performance ◽  
Academic Excellence ◽  
Social Approval ◽  
Learning Groups ◽  
Learning Group ◽  
Learning Techniques ◽  
Individualistic Learning ◽  
Cooperative Learning Groups

Introductory psychology students, 43 men and 44 women, participated in an experiment comparing the effects of cooperative versus individualistic learning techniques on approval and achievement motivation and test performance. Subjects in cooperative learning groups reported higher need for social approval than subjects in individualistic learning groups. Need for social approval was more highly correlated with achievement motivation for subjects in cooperative learning groups than for those in individualistic learning groups. Being in a cooperative learning group did not result in improved test performance, but results indicated that cooperative learning techniques enabled students to coordinate their approval and achievement motivation by presenting academic excellence as a socially desirable behavior.

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Jawane Malau
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Student Response ◽  
Learning Tools ◽  
Learning Group ◽  
Learning Plan ◽  
Quality Of Teaching

<p>This research was conducted for the purpose of getting a clear and complete <br />picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent. </p><p> </p>

scholarly journals Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

2016 ◽  
Vol 9 (11) ◽  
pp. 104 ◽  
Author(s):  
Ataman Karacop
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Control Group ◽  
Electrochemical Cells ◽  
Traditional Teaching ◽  
Learning Group ◽  
Student Teams ◽  
Undergraduate University Students

<p class="apa">The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one–way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students’ high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.</p>

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