scholarly journals Training and Support for Inclusive Practices: Transformation from Cooperation in Teaching and Learning

2021 ◽  
Vol 13 (5) ◽  
pp. 2583
Author(s):  
Yolanda Muñoz-Martínez ◽  
Francisco Gárate-Vergara ◽  
Cecilia Marambio-Carrasco
Keyword(s):  
Cooperative Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Organizational Transformation ◽  
Continuous Training ◽  
Cooperative Teaching ◽  
Traditional Training ◽  
Teachers And Students ◽  
Research Contract ◽  
Training And Support

In this article, we present the four-year actions carried out at a public school in Meco (Madrid, Spain). Through the research contract (LOU, Art. 83) “Cooperative teaching and learning to respond to the diversity of students”, during the years 2014 and 2018, various actions were carried out by the school in its process of methodological and organizational transformation towards a more inclusive model based on the cooperation of teachers and students. A journey was made from the actions aimed at traditional training through courses and seminars to the accompaniment actions in the classroom to implement the cooperative learning methodology. Results of the actions and analysis of the interviews carried out with teachers participating in the process during the four years of work as well as field observation notes are presented. The results show the transformation and improvement of teaching practices based on inclusion and the cooperative learning methodology. Among the central conclusions, there is evidence of internal improvement in organizational management and inclusive teaching practices from the involvement, support, and continuous training of teachers in educational quality towards students.

scholarly journals Efektivitas Pembelajaran Kooperatif Tipe STAD Pada Materi Pokok Perbandingan Di SMPN II Megaluh Jombang

2018 ◽  
Vol 4 (2) ◽  
pp. 141-152
Author(s):  
Rifa Nurmilah
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Descriptive Analysis ◽  
Learning Outcome ◽  
Cooperative Teaching ◽  
Conventional Teaching ◽  
Quasi Experimental ◽  
Better Than

The aims of this research are: 1) to investigate the effectiveness of cooperative teaching practice using STAD type in the topic of comparison; 2). investigate whether the learning outcome of the students who were involved in cooperative learning process is better than those who were involved in conventional learning process in the topic of comparison. This research was quasi experimental research. The samples of this research were the students of VIIA as the experimental classroom and the students of VIIB as the control classroom. Based on the descriptive analysis, it was concluded that the use of cooperative learning using STAD type in the topic of comparison in SMPN II Megaluh was proven effective with criteria 1) students mastery reach 87.09%, 2) the students active participation is effective, 3) the teachers capability in managing classroom is effective, 4) the students response of the teaching and learning practice are positive. Based on the analysis by using inferential t-test, it was gained ttest= 2.197 and ttest > ttable,. It means the students learning outcome using cooperative teaching and learning process was better than those using conventional teaching and learning process in SMPN II Megaluh Jombang, academic year 2013/2014.

scholarly journals The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

2019 ◽  
Author(s):  
Chong Xin Txin ◽  
Melor Md Yunus
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Structured Interviews ◽  
School Students ◽  
Cooperative Teaching ◽  
Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

scholarly journals Teaching and Learning with Mobile Devices in the 21st Century Digital World: Benefits and Challenges

2017 ◽  
Vol 5 (1) ◽  
pp. 339 ◽  
Author(s):  
Lina Dias ◽  
Angelin Victor
Keyword(s):  
Mobile Devices ◽  
21St Century ◽  
Teaching And Learning ◽  
The Other ◽  
Educational Tools ◽  
Learning And Teaching ◽  
Digital World ◽  
Teachers And Students ◽  
Training And Support ◽  
New Generation

Mobile devices have introduced a new generation of educational tools that afford creative use and instant access to a wealth of resources. These devices hold great potential for transforming learning. On one hand teachers and students are very positive about these devices, on the other hand, there are several obstacles faced. This paper examines the benefits and challenges of mobile devices on learning and teaching. The study shows that teachers and students are optimistic about the use and influence of these devices on students’ motivation, communication, collaboration and ability to research. Adequate training and support can help overcome the challenges faced.

scholarly journals El Ciclo del Aprendizaje Cooperativo: una guía para implementar de manera efectiva el aprendizaje cooperativo en educación física (The Cooperative Learning Cycle: a guide to effectively implement cooperative learning in physical education)

Retos ◽  
2016 ◽  
pp. 264-269
Author(s):  
Javier Fernández-Río
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
Learning Cycle ◽  
Complex Structures ◽  
Whole Process ◽  
Teachers And Students ◽  
Practical Experiences ◽  
Aprendizaje Cooperativo ◽  
Modelo Pedagógico

El objetivo de este artículo es presentar una guía para integrar el aprendizaje cooperativo en contextos de educación física. A lo largo de los últimos 20 años se han publicado numerosos artículos describiendo experiencias de aplicación de distintas estructuras cooperativas. No obstante, no existe ningún documento que “lleve de la mano” a un docente cuando quiere implementar el modelo del aprendizaje cooperativo en su aula de educación física. El Ciclo del Aprendizaje Cooperativo representa una estructura que conduce a docente y discente desde los primeros pasos hasta las estructuras más complejas de este modelo pedagógico, proponiendo 3 fases: (1) Creación y cohesión de grupo, (2) El aprendizaje cooperativo como contenido a enseñar y (3) El aprendizaje cooperativo como recurso para enseñar y aprender. En cada una de estas fases se describen sub-fases y/o técnicas específicas que ayudan a comprender todo el proceso a seguir. El Ciclo del Aprendizaje Cooperativo representa un paso adelante, ya que proporciona a los docentes de educación física un marco estable que les permite a ellos y a sus estudiantes comprender, aprender, usar e integrar de una manera progresiva el aprendizaje cooperativo en sus clases. Solo a través de un trabajo pausado y concienzudo se puede lograr su desarrollo satisfactorio en contextos educativos.Abstract. The goal of this article is to present a guide to integrate cooperative learning in physical education contexts. Over the last twenty years, several articles have been published on practical experiences on this topic. However, there is no document that would “lead by the hand” teachers when they want to implement cooperative learning in their physical education classes. The Cooperative Learning Cycle represents a framework that conducts teachers and students from the first steps to the most complex structures of this pedagogical model. It includes 3 phases: (1) Building group cohesion, (2) cooperative learning as a content, and (3) cooperative learning as a means for teaching and learning. Each of these phases is composed by several sub-phases and/or techniques that help understanding the whole process. The Cooperative Learning Cycle represents a step forward, because it provides teachers with a stable framework that allows them and their students to understand, learn, use, and integrate progressively cooperative learning in their classes. It can only be successfully integrated within educational contexts through a patient and thorough process.

scholarly journals Manajemen kelas dalam pembelajaran matematika di SMA Negeri Yogyakarta

2017 ◽  
Vol 5 (2) ◽  
pp. 189
Author(s):  
Nisak Ruwah Ibnatur Husnul ◽  
Heri Retnawati
Keyword(s):  
High Schools ◽  
Cooperative Learning ◽  
Classroom Management ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Case Study Research ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Waking Up

Penelitian ini bertujuan untuk mengetahui manajemen kelas yang berupa perencanaan, pengorganisasian, penggerakan/kepemimpinan dan pengevaluasian dari pembelajaran matematika yang dilakukan oleh guru matematika di SMA Negeri Yogyakarta. Dengan menggunakan penelitian kualitatif jenis studi kasus ini dilakukan di SMA Negeri 5, 8 dan 9 Yogyakarta dengan subjek data adalah kepala sekolah, guru kurikulum, guru matematika dan siswa. Untuk teknik pengumpulan datanya dengan pedoman observasi dan pedoman wawancara yang dilakukan dengan proses triangulasi dan teknik analisisnya menggunakan analisis induktif dari Miles and Huberman. Hasil penelitian menunjukan bahwa manajemen kelas dalam pembelajaran matematika yaitu (1) perencanaannya dengan penyusunan seperangkat pembelajaran mendatangkan ahli pada MGMP, memberikan waktu 10 menit untuk sarapan dan melakukan pengujian pretest. (2) Pengorganisasianya dengan pendekatan cooperative learning, pendekatan scientific, menekankan siswa yang pasif dan ketika siswa jenuh, guru mengajak bernyanyi. Guru memanfaatkan alat peraga yang mudah dicari dengan melibatkan siswa untuk praktek langsung serta memanfatkan media youtube. (3) Kepemimpinannya dengan guru menguasai keadaan peta kelas, menghafal nama siswa, membangunkan untuk sholat tahajud, memancing siswa untuk aktif dengan memberikan soal susah, memberikan reward dan cerita motivasi melalui youtube. (4) Evaluasi dengan guru melakukan pendekatan kepada siswa dan memiliki program bimbingan individu untuk siswa yang tidak memperhatikan pada saat pembelajaran dan siswa yang tidak menyukai matematika dari awal.Kata kunci: manajemen kelas, pembelajaran matematika CLASSROOM MANAGEMENT IN MATHEMATICS LEARNING AT SENIOR HIGH SCHOOLS IN YOGYAKARTA MUNICIPALITYAbstractThe research aims at finding out the classroom management that such as planning, organizing, actuating/ leadership and evaluating of learning mathematics which is done by mathematics teachers in Senior High Schools (SHS) in Yogyakarta Municipality. By using qualitative research in the form of case study research, this research was conducted at SHS 5, 8, and 9 Yogyakarta with the headmasters, curriculum teachers, mathematics teachers, and students as the subjects of the research. For the technique of collecting data used observation guide and interview guide which was done by using triangulation process and the technique of analyzing the data used inductive analysis by Miles and Huberman. The result of the research reveal that classroom management in learning mathematics, namely (1) the planning by arranging a set of teaching and learning and conducing an expert from mathematics teacher organization (MGMP), giving 10 minutes for breakfast, and conduct a pretest. (2) The organization uses cooperative learning approach, scientific approach, encouraging passive students and when the students were getting bored, the teachers asks to sing a song. They use powerpoint by using appropriate animation, utilizing the tools which are easy to look for and involving students to practice directly and utilizing media such as youtube. (3) The leadership is indicated by teachers mastering the map situation of the class, memorizing the students’ names, waking up for tahajud prayer, enhancing students to be active by providing difficult tasks, giving rewards and telling the motivational stories through video. (4) The evaluation is by teachers approaching toward the students and having individual guidance program for students who do not pay attention to teaching and learning process and the students who dislike mathematics from the beginning.Keywords: classroom management,  teaching and learning mathemathics

scholarly journals Enhancing social skills through cooperative learning

2008 ◽  
Vol 4 (2) ◽  
Author(s):  
M J Booysen ◽  
M M Grosser
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Intervention Programme ◽  
Cooperative Teaching ◽  
The Social ◽  
Group Members ◽  
Latent Potential

The National Curriculum Statement of South Africa envisages qualified and competent teachers to deal with the diversity of learners and their needs in the classroom. One of the needs refers to all learners (Gr R-12) who need to acquire the necessary social skills to enable them to work effectively with others as members of a team, group, organization and community. These skills refer inter alia to: learning to work with others, listening to others, giving attention, asking clarifying questions, learning how to evaluate, and to praise others, handling conflict, reflecting on group work and allowing all group members to participate.The most obvious place to deal purposefully with the development of social skills is the classroom. This implies that alternative ways and methods of teaching must be introduced to develop the necessary social skills. This article reports on the findings obtained from a combined quantitative and qualitative study that set out to determine the levels of social competence achieved by a group of Grade 2 learners, and the possible association of a cooperative teaching and learning intervention programme for enhancing the social skills of these learners. The results revealed the latent potential of cooperative learning to enhance the social skills of Grade 2 learners.The significance of this research lies in the contribution it makes to establish the social competence of a group of Grade 2 learners and to determine the possibilities for enhancing their social skills through cooperative learning.

scholarly journals The role of Cooperative Learning in Attaining Inclusive Education in the Classroom, Creativity and Innovation in Secondary schools in Mwanza Region- Tanzania

2021 ◽  
Author(s):  
Mahona Joseph Paschal ◽  
Thobias Thobias Nyoni ◽  
Demetria Gerold Mkulu
Keyword(s):  
Cooperative Learning ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Positive Interaction ◽  
Inclusive Learning ◽  
Teachers And Students ◽  
Creativity And Innovation

Cooperative learning is a strategy that teachers can use in the classroom to help students achieve better performance and also help in building positive interaction among students, giving all the learners chances to be active in the learning process. The world today is facing challenges in attaining inclusive education for all. The aim of this study is to examine the role of Cooperative learning in attaining Inclusive Education in the classroom. During presentation the presenters will present on the importance of Cooperative learning in attaining Inclusive Education in the classroom. Also the presenter will present on the challenges that hinder cooperative Learning in attaining inclusive learning in the classroom. Lastly, this paper discusses the basic strategies that would be employed to improve Cooperative learning as the strategies to attain inclusive Education in the classroom. The study employed qualitative methods in data collection. The targeted population was teachers and students in five secondary schools, purpose sampling technique employed to select English teachers while randomly sampling to select students. This paper concludes that, in Oder to attain inclusive Education, it is a vital for every educator to attain training on how to develop cooperative Learning. Also teachers should invest more in research and accept radical changes in the teaching and learning processes.

scholarly journals Efektivitas Pembelajaran Kooperatif Tipe STAD Pada Materi Pokok Perbandingan Di SMPN II Megaluh Jombang

2016 ◽  
Vol 4 (2) ◽  
pp. 141
Author(s):  
Rifa Nurmilah ◽  
Abdul Rozak
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Descriptive Analysis ◽  
Learning Outcome ◽  
Cooperative Teaching ◽  
Conventional Teaching ◽  
Quasi Experimental ◽  
Better Than

The aims of this research are: 1) to investigate the effectiveness of cooperative teaching practice using STAD type in the topic of comparison; 2). investigate whether the learning outcome of the students who were involved in cooperative learning process is better than those who were involved in conventional learning process in the topic of comparison. This research was quasi experimental research. The samples of this research were the students of VIIA as the experimental classroom and the students of VIIB as the control classroom. Based on the descriptive analysis, it was concluded that the use of cooperative learning using STAD type in the topic of comparison in SMPN II Megaluh was proven effective with criteria 1) students’ mastery reach 87.09%, 2) the students’ active participation is effective, 3) the teacher’s capability in managing classroom is effective, 4) the students’ response of the teaching and learning practice are positive. Based on the analysis by using inferential t-test, it was gained ttest= 2.197 and ttest > ttable,. It means the students’ learning outcome using cooperative teaching and learning process was better than those using conventional teaching and learning process in SMPN II Megaluh Jombang, academic year 2013/2014.

scholarly journals PENERAPAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI GERAK BENDA DI MTSN 3 ACEH UTARA TAHUN AJARAN 2019/2020

2020 ◽  
Vol 1 (1) ◽  
pp. 89-102
Author(s):  
Ruhul Masyithah
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Object Motion ◽  
Student Teams ◽  
Teachers And Students ◽  
Academic Year

The research aims to determine an increase in student learning outcomes and to describe the activities of teachers and students in the application of the STAD (Student Teams Achievement Division) cooperative learning model on straight motion material in MTSN 3 Aceh Utara Academic Year 2019/2020, 2. To describe student responses to application of the STAD (Student Teams Achievement Division) cooperative learning model on straight motion material in MTs.N 3 of North Aceh for the 2019/2020 academic year. This research with a qualitative approach. Thus the sample of this study amounted to 24 people. Data was collected by means of ptk stages. Based on the results of research data analysis. Student learning outcomes using the STAD cooperative learning model increased through the average acquisition of 56.45 in the first cycle, an increase of 8.33 then 63.96 in the second cycle. 2. The activities of teachers and students have increased in the teaching and learning process using the cooperative learning model type Student Teams Achievement Division (STAD), in science subjects on object motion material for class VIII MTsN 3 Aceh Utara students, shown well in cycle 1 teacher activity with good category. There was an increase in cycle 2, namely in the good category. Furthermore, student activity in cycle 1 was categorized as good. and there was an increase in cycle 2 in the very good category.

scholarly journals Model for Implementing Cooperative Learning in a Mathematics Classroom

2020 ◽  
pp. 14-19
Author(s):  
Evans Atteh ◽  
Augustine Boadi ◽  
Emmanuel Appoh Andam
Keyword(s):  
Cooperative Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Learning Approach ◽  
Teaching And Learning Environment ◽  
Step Model ◽  
Teachers And Students ◽  
Effective Teaching And Learning

This paper identifies 5-step model that can be adopted or implemented by every mathematics teacher and various training settings to effectively move teaching and learning towards an active cooperative learning environment. This model is built upon existing ideas proposed over the years by scholars in education and best practices concerning effective teaching and learning environment which tends to equip teachers with very useful skills and guidelines for classroom instructions concerning cooperative learning approach. Consequently, this model can assist instructors to move teaching and learning towards an active cooperative learning environment which has been proven as more effective and enjoyable for teachers and students for learning.

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