Preservice Teacher Experiences in Formal and Informal Co-Operative Learning Groups in a Mathematics Course

Co-operative group learning is known to be an effective instructional practice, especially for mathematics. While group work can be incorporated into the classroom in multiple ways, not every group is a co-operative learning community. In the current study, class observations and preservice teacher interviews were used to compare experiences during formal and informal group work. The findings indicate that formal co-operative learning groups, or prolonged interaction with the same group of people, develops a sense of strong community within the classroom, thereby providing a safe space and facilitating discussions. Preservice teachers involved in formal co-operative learning reported they learned better, gained confidence in the subject, and associated positively to using group work in their future classroom. However, preservice teachers involved in informal co-operative learning had neutral perceptions about group work. We suggest that prolonged interactions among the group members is required to establish effective co-operative learning groups.

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Working in Groups: The Importance of Communication in Developing Trust and Cooperation

EDIS ◽

10.32473/edis-fy1378-2013 ◽

2013 ◽

Vol 2013 (11) ◽

Author(s):

Bryan D. Terry

Keyword(s):

Group Work ◽

Positive Experience ◽

Total Group ◽

Fact Sheet ◽

Working Together ◽

Group Members

Working together in groups can be a great experience or one filled with stress and anxiety. The success of group work depends largely on the trust developed among group members and the respect they show each other. When an individual has had a positive experience in a group, he/she is more likely to take risks, ask questions, and share ideas that will benefit the total group. This 3-page fact sheet was written by Bryan D. Terry, and published by the UF Department of Family Youth and Community Sciences, August 2013. http://edis.ifas.ufl.edu/fy1378

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Facing Loss of Vision: The Response of Adults to Visual Impairment

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x8107500201 ◽

1981 ◽

Vol 75 (2) ◽

pp. 41-45 ◽

Cited By ~ 23

Author(s):

Donna L. Emerson

Keyword(s):

Group Therapy ◽

Group Work ◽

Low Vision ◽

Psychosocial Problems ◽

Short Term ◽

Reactive Depression ◽

Before And After ◽

Group Members ◽

Social Group Work ◽

Group Experience

Short-term group therapy, using social group work, was utilized to treat the psychosocial problems of two groups of elderly low-vision clients and one group of young adult clients with low vision (N = 24). Group members showed psychosocial movement in three phases: shock, reactive depression, and readjustment. Evaluations measured the change in attitudes before and after group therapy. At the end of therapy, 17 persons, compared to none before the therapy, were at the point of self-acceptance and readjustment. Clinical examples illustrate the interplay of intrapsychic and group-experience factors leading to readjustment.

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Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

Business Communication Quarterly ◽

10.1177/108056999505800204 ◽

1995 ◽

Vol 58 (2) ◽

pp. 21-24 ◽

Cited By ~ 8

Author(s):

Janet K. Winter ◽

Joan C. Neal

Keyword(s):

Student Perceptions ◽

Group Work ◽

Group Processes ◽

Writing Quality ◽

Student Opinions ◽

Group Members ◽

Effective Group ◽

Student Grades ◽

Learning And Achievement

Understanding student perceptions of group work should help educators prepare students to be effective group members in the classroom and at work. This study ascer tained student perceptions of their learning and achievement in group situations. The following correlations were determined: (a) There was a relationship between student grades and perceptions of the writing quality as well as perceptions of the amount learned about group processes; (b) there was no correlation between grades and student opinions of the quantity of work achieved, the type of person who hindered the group the most, and whether the student enjoyed the group work.

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Preservice teacher mobile investigation and interpretation of everyday mathematics across settings

10.31219/osf.io/69mak ◽

2017 ◽

Author(s):

Jeremiah (Remi) Kalir

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Preservice Teacher ◽

Mobile Learning ◽

Mathematics Teacher ◽

Mathematics Learning ◽

Mathematics Teacher Education ◽

Everyday Mathematics ◽

Daily Lives ◽

K 12

This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning within mathematics teacher education is understudied, and it is necessary to better understand mobile technology affordances when locating disciplinary inquiry across settings. A curriculum module was designed to support preservice teachers’ participation in two mathematics education and mobile learning repertoires: a) mobile investigation of disciplinary concepts situated in community locations and circumstances, and b) mobile interpretation of connections between school and everyday mathematics. This exploratory case study analyzes three module iterations and identifies the qualities of preservice teachers’ cross-setting disciplinary connections. Reported mobile learning outcomes include connections preservice teachers produced among mathematics concepts, mathematical actions, and material objects, and also connections produced between school mathematics and everyday circumstances. Findings indicate preservice teachers established disciplinary connections when participating in commercial and civic activities relevant to their daily lives. Yet other mathematics concepts and practices were either seldom investigated, only vaguely described, or not representative of K-12 students’ interests and cultures. Design recommendations and implications are suggested for subsequent attempts at situating preservice teacher learning outside of the mathematics teacher education classroom and across multiple settings through mobile learning.

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Meningkatkan Motivasi Prestasi Belajar Mahasiswa Semester II Melalui Skenario Joyful Learning di Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Ta dibia Jurnal Ilmiah Pendidikan Agama Islam ◽

10.32616/tdb.v7.1.40.91-96 ◽

2017 ◽

Vol 7 (1) ◽

pp. 91

Author(s):

Ahmad Mustofa Jalalluddin Al-Mahali

Keyword(s):

High School ◽

Student Achievement ◽

Religious Education ◽

Achievement Motivation ◽

Group Work ◽

Know How ◽

Learning Technique ◽

Improve Student Achievement ◽

The Subject ◽

Academic Year

At least there are three main issues that underlie the reluctance of students to learn better. (1) learning technique problem that does not grow student's motivation, (2), lecturer's existence is not as a facilitator who teaches students, private auctions that teach or patronize, (3) delivery of instruction messages with less interactive and attractive media. By examining something that is in the field, there appears to be a discrepancy between learning by the method of learning it uses. Joyful Learning Scenario is usually done by lecturers so far only aspects of mastery of student concepts. For that need an assessment technique can reveal aspects of the process, one of them. The purpose of this research are: (1) To Know How to Improve Motivation of Student Achievement Semester II in Tarbiyah High School of Raden Wijaya Mojokerto, (2) To Know How Joyful Learning Scenario at Tarbiyah High School of Raden Wijaya Mojokerto (3) To Knowing How Efforts to Improve Student Achievement Motivation Semester II Through Joyful Learning Learning at Tarbiyah High School of Raden Wijaya Mojokert The subject of this research is the second semester students in the Islamic religious education program of Tarbiyah High School of Raden Wijaya Mojokerto academic year 2016/2017 . There are several things that need authors conclude (1) Group work is very effective done in order to support the activities of the lectures with a fun learning. (2) The provision of resource materials that students need to complete the task is very effective when the lectures are conducted using a fun learning lesson. (3) The balance of time efficiency with each group at the beginning and end of each lecture is essential in ensuring that the report card is really concise and interesting.

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The analysis of individual Visegrad group members’ agrarian export sensitivity in relation to selected macroeconomic aggregations

Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis ◽

10.11118/actaun201159040327 ◽

2011 ◽

Vol 59 (4) ◽

pp. 327-342

Author(s):

Miroslav Svatoš ◽

Luboš Smutka

Keyword(s):

Agricultural Trade ◽

Added Value ◽

The Czech Republic ◽

Grocery Industry ◽

Agricultural Exports ◽

Group Members ◽

The Subject ◽

The Individual ◽

High Degree ◽

Visegrad Group

This paper analyzes the development of agricultural trade of the countries of the Visegrad Group with emphasis on development of the value of agricultural exports of the individual countries. The subject matter of the analysis is the sensitivity of the commodity structure of agricultural exports of individual countries and the identification of aggregations that are the least and the most sensitive to changes to the external and internal economic environment. From the conducted research, agricultural trade in the V4 countries was found to have developed very dynamically from 1993 to 2008, while the commodity structure of exports has constantly narrowed as the degree of specialization of the individual countries has increased (this applies especially to the Czech Republic, Slovakia and Hungary). From the results of analysis of sensitivity to changes of selected variables relating to the development of the value of agricultural exports of the individual V4 countries, it appears that the aggregations that react most sensitively to changes are those that are the subject of re-exports, followed by the aggregations that are characterized by a high degree of added value. In general it can be said that products of agricultural primary production exhibit less sensitivity in comparison with grocery industry products. This is confirmed by the general trend arising from the very nature of consumer behaviour.

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Features of using technology of project training to increase the interest of students studying biology

Pedagogy and Psychology ◽

10.51889/2020-3.2077-6861.22 ◽

2020 ◽

Vol 44 (3) ◽

pp. 172-181

Author(s):

G. Baitasheva ◽

◽

А. Musina ◽

A. Issayeva ◽

Zh. Myrzabaeva ◽

...

Keyword(s):

Group Work ◽

Cell Biology ◽

Use Of Technology ◽

Teachers And Students ◽

Asking Questions ◽

The Subject ◽

Relationship Of ◽

The Relationship ◽

Further Development

On the basis of the updated educational program were discussed issues of application of design technologies, in biology lessons in the section «Cell Biology» on the method of spiral training. Communication between parents, teachers and students is provided for in project technology. The point is that interest in the topic will increase by asking questions to parents. I was asked to voice my question, share my ideas through group work. The analysis of the works of these scientists is carried out and some stages of application are noted. In order to increase the interest of students studying the subject of biology, the specifics of the use of technology in project training are determined. In the field of biology are defined stages of work aimed at further development and consolidation of data on the topic «Cell Biology». The role of the teacher was shown. Highlighted the relationship of parents with children and friendship, communication in the classroom.

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Promoting Culturally Responsive Pedagogical Competence among Preservice Teachers

Discrimination and Diversity ◽

10.4018/978-1-5225-1933-1.ch029 ◽

2017 ◽

pp. 643-664

Author(s):

Emmanuel Adjei-Boateng

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Public Schools ◽

Teacher Preparation ◽

Preservice Teacher ◽

Culturally Responsive ◽

Teacher Education Program ◽

Demographic Changes ◽

Preservice Teacher Preparation ◽

Pedagogical Competence

This chapter examines primary issues confronting preservice teacher preparation in the US public schools. There are several issues confronting teaching and teacher education programs. However, this chapter explores cultural and linguistic diversity issues given the critical need for inclusive education. The increasing nature of demographic changes in the schools and the U.S. society also has ramifications for students' learning and preservice teacher preparation. To that end, this chapter examines efforts by organizations and educational researchers to respond to the phenomenon of demographic changes in US public schools and the need to equip teachers with competencies needed to help students become successful in schools. The author examines how one teacher education program is preparing teachers to meet the demands of teaching culturally and linguistically diverse student population. Finally, the author provides suggestions on how to improve and enhance culturally responsive pedagogical competence among preservice teachers.

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A User Driven Learning Environment in Botany

User-Driven Healthcare and Narrative Medicine ◽

10.4018/978-1-60960-097-6.ch019 ◽

2011 ◽

pp. 255-275

Author(s):

J. M. Garg ◽

Dinesh Valke ◽

Max Overton

Keyword(s):

Online Learning ◽

Learning Environment ◽

Learning Community ◽

Special Interest ◽

Lived Experiences ◽

Online Community ◽

Information Resources ◽

Online Learning Community ◽

Conversational Learning ◽

Group Members

This chapter introduces the reader to a sample ‘User driven learning environment’ created in an online community with a special interest centred on trees and plants. It traces the development of an online learning community through the lived experiences and thoughts of its founding members and also includes conversational learning experiences of other users to illustrate the process of ‘user driven learning’ in online communities. It illustrates innovative sense making methodologies utilized by group members to create a more meaningful ‘User driven learning environment’ while simultaneously contributing in a positive way to create information resources at no cost along with creating awareness & scientific temper among members.

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E-Mail Distribution Lists in Adult Learning

Handbook of Research on Computer Mediated Communication ◽

10.4018/978-1-59904-863-5.ch049 ◽

2011 ◽

pp. 690-704

Author(s):

Mauri Collins ◽

Zane Berge

Keyword(s):

Adult Learning ◽

Historical Context ◽

Learning Management Systems ◽

Discussion Groups ◽

Bulletin Board ◽

Discussion Forums ◽

Learning Groups ◽

Group Members ◽

Correspondence Networks ◽

E Mail

Online, e-mail-based discussion groups are contemporary examples of an historical tradition of voluntary, informal, learning groups used by adults for topical discussion, fellowship, and learning. Because the discussion among group members takes the form of e-mail exchanges, they are also been likened to historical correspondence networks. This chapter sets the historical context of the e-mail-based discussion groups that preceded the extensive use of bulletin-board style discussion forums in contemporary learning management systems.

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