Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments
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Tarih
2014
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info:eu-repo/semantics/openAccess
Özet
Active Learning in Maths and Science (ALMS) was a six-month face-to-face
professional development program for middle school maths and science teachers
carried out between June and November, 2010 in two Indian states. ALMS’s
theory of action is grounded in the belief that collaborative learning serves as a
“gateway” to learner-centered instruction. Designers theorized that this shift from
individual to collaborative learning would redefine the teacher’s role; alter the
teacher and student relationship; change teachers’ organizational, instructional and
assessment practices; and begin to lay the groundwork for an eventual shift toward
full learner-centered instruction. As this paper will discuss, this proposed theory of
action was largely confirmed. Over 80 percent of teachers across the two states
regularly implemented collaborative learning techniques and began the larger
journey toward learner-centered instruction. This implementation also resulted in a
number of benefits for students, including greater levels of engagement, increased
confidence, and improved behavior. The research also suggests that when teachers
see positive changes as a result of their actions, their deeply-held beliefs about
traditional instruction may conflict with what they in fact witnessed in their
classrooms. This is the beginning of the evolution of change
Açıklama
Anahtar Kelimeler
Kaynak
International Journal of Instruction
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Scopus Q Değeri
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Künye
Burns, M. , Pierson, E. & Reddy, S. (2013). Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments . International Journal of Instruction , 7 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5136/69983
