Imagine walking into a 21st Century classroom; one expects to find engaged students working diligently to complete a task whether that be an art project, algebraic equations, or a research project. Some students will work quietly, confident they are on the right track. Others are unsure of what to do and look nervously around the room hoping the teacher will notice them and offer assistance. Still others disconnect completely and play games on their phone or stare blankly into space. The teacher is moving from student to student, checking in with each one. She clarifies, redirects, and helps brainstorm; unfortunately, before she can get to each student, the bell rings signifying the end of class. Now imagine for a moment how different the same
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This is a loose catch-all term for group work. Collaborative learning can be student directed, teacher designed, or a combination of these methods. The idea behind collaborative learning is that students work together toward a common goal (Igel & Urquart, 2012).
Collaborative preteaching refers to a strategy in which students who require additional support, such as those diagnosed with a specific learning disability or SLD, are taught aspects of the lesson including key terms or concepts in advance of the other students, usually in a small group setting by a special education teacher (Thornton et. al, 2015).
Cooperative learning is highly structured group work. For the purpose of this paper, cooperative learning will refer to specifically structured groups that are intentionally created by a classroom teacher with regard to student ability and interest (Igel & Urquart, 2012).
Social loafing is defined as members of a group working less diligently than they typically would if working alone because they expect others to take up the slack. This is perceived as the most common drawback to working in groups whether in schoolos or in the workplace (Sears & Pai,
This is a loose catch-all term for group work. Collaborative learning can be student directed, teacher designed, or a combination of these methods. The idea behind collaborative learning is that students work together toward a common goal (Igel & Urquart, 2012).
Collaborative preteaching refers to a strategy in which students who require additional support, such as those diagnosed with a specific learning disability or SLD, are taught aspects of the lesson including key terms or concepts in advance of the other students, usually in a small group setting by a special education teacher (Thornton et. al, 2015).
Cooperative learning is highly structured group work. For the purpose of this paper, cooperative learning will refer to specifically structured groups that are intentionally created by a classroom teacher with regard to student ability and interest (Igel & Urquart, 2012).
Social loafing is defined as members of a group working less diligently than they typically would if working alone because they expect others to take up the slack. This is perceived as the most common drawback to working in groups whether in schoolos or in the workplace (Sears & Pai,