Divya (1)

Divya (1)

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  Qwertyuiopasdfghjklzxcvbnmqwertyu iopasdfghjklzxcvbnmqwertyuiopasdfg hjklzxcvbnmqwertyuiopasdfghjklzxcv bnmqwertyuiopasdfghjklzxcvbnmqwe rtyuiopasdfghjklzxcvbnmqwertyuiopa THEORETICAL BASE OF ENGLISH EDUCATION. sdfghjklzxcvbnmqwertyuiopasdfghjklz ASSIGNMENT xcvbnmqwertyuiopasdfghjklzxcvbnmq Submitted by, wertyuiopasdfghjklzxcvbnmqwertyuio DIVYA G J ENGLISH OPTIONAL Submitted to, paser Anamika B S Lecturer in English tyuiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjklzx cvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuio pasdfghjklzxcvbnmrtyuiopasdfghjklzx cvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuio pasdfghjklzxc
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  TOPICS COLLABORATIVE LEARNING COPORATIVE LEARNING INTERACTIVE LEARNING HETEROGENEOUS GROUP
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  INDEX Topic Pagenumber Introduction 1 content 2-8 conclusion 9
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  INTRODUCTION Learning isthe act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves. Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already know. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Learning produces changes in the organism and the changes produced are relatively permanent.
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  COLLABORATIVE LEARNING Collaborativelearning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another’s resources and skills. More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles. Put differently, collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations and computer discussions (online forums, chat rooms, etc.). Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis. Collaborative learning is heavily rooted in Vygotsky’s views that there exists an inherent social nature of learning which is shown through his theory of zone of proximal development. Often, collaborative learning is used as an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. Thus, collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artifact or product of their learning. Further, collaborative learning redefines traditional student-teacher relationship in the classroom which results in controversy over whether this paradigm is more beneficial than harmful. Collaborative learning activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities. The approach is closely related to cooperative learning. Alternatively, collaborative learning occurs when individuals are actively engaged in a community in which learning takes place through explicit or implicit collaborative efforts. Collaborative learning has often been portrayed as solely a cognitive process by which adults participate as facilitators of knowledge and children as receivers. However, Indigenous communities of the Americas illustrate that collaborative learning occurs because individual participation in learning occurs on a horizontal plane where children and adults are equal. Thus
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  collaborative learning alsooccurs when children and adults in engage play, work, and other activities together. Cooperative learning Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to Cooperative Learning than merely arranging students into groups, and it has been described as "structuring positive interdependence."Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.). Furthermore, the teacher's role changes from giving information to facilitating students' learning. Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. Five essential elements are identified for the successful incorporation of cooperative learning in the classroom. The first and most important element is Positive Interdependence. The second element is individual and group accountability. The third element is (face to face) promotive interaction. The fourth element is teaching the students the required interpersonal and small group skills. The fifth element is group processing. Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts. In every classroom, instructional activities are aimed at accomplishing goals and are conducted under a goal structure. A learning goal is a desired future state of demonstrating competence or mastery in the subject area being studied. The goal structure specifies the ways in which students will interact with each other and the teacher during the instructional session. Each goal structure has its place (Johnson & Johnson, 1989, 1999). In the ideal classroom, all students would learn how to work cooperatively with others, compete for fun and enjoyment, and work autonomously on their own. The teacher decides which
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  goal structure toimplement within each lesson. The most important goal structure, and the one that should be used the majority of the time in learning situations, is cooperation.
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  Interactive Learning InteractiveLearning is a pedagogical approach that incorporates social networking and urban computing into course design and delivery. Interactive Learning has evolved out of the hyper-growth in the use of digital technology and virtual communication, particularly by students. Beginning around 2000, students entering institutes of higher education have expected that interactive learning will be an integral part of their education. The use of interactive technology in learning for these students is as natural as using a pencil and paper were to past generations. The Net Generation is the first generation to grow up in constant contact with digital media. Also known as digital natives their techno-social, community bonds to their naturalized use of technology in every aspect of learning, to their ability to learn in new ways outside the classroom, this generation of students is pushing the boundaries of education. The use of digital media in education has led to an increase in the use of and reliance on interactive learning, which in turn has led to a revolution in the fundamental process of education. Increasingly, students and teachers rely on each other to access sources of knowledge and share their information, expanding the general scope of the educational process to include not just instruction, but the expansion of knowledge. The role change from keeper of knowledge to facilitator of learning presents a challenge and an opportunity for educators to dramatically change the way their students learn. The boundaries between teacher and student have less meaning with interactive learning.
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  HETEROGENEOUS GROUPS HeterogeneousGroups are groups that include students with a wide variety of instructional levels. Heterogeneous Groups stem from the education precept that a positive interdependence can arise from students with varied learning levels working together and helping each other to reach an instructional goal. Heterogeneous grouping is a type of distribution of students among various classrooms of a certain grade within a school. In this method, children of approximately the same age are placed in different classrooms in order to create a relatively even distribution of students of different abilities as well as different educational and emotional needs. Gifted children will be scattered throughout the various grade level classrooms, rather than all together in one classroom. The perspectives, experiences, and backgrounds of all students are important for enriching learning in the classroom. As learning beyond the classroom increasingly requires understanding diverse perspectives, it is essential to provide students opportunities to do this in multiple contexts in schools. In collaborative classrooms where students are engaged in a thinking curriculum, everyone learns from everyone else, and no student is deprived of this opportunity for making contributions and appreciating the contributions of others. Thus, a critical characteristic of collaborative classrooms is that students are not segregated according to supposed ability, achievement, interests, or any other characteristic. Segregation seriously weakens collaboration and impoverishes the classroom by depriving all students of opportunities to learn from and with each other. Students we might label unsuccessful in a traditional classroom learn from
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  "brighter" students, but,more importantly, the so-called brighter students have just as much to learn from their more average peers. Teachers beginning to teach collaboratively often express delight when they observe the insights revealed by their supposedly weaker students. Thus, shared knowledge and authority, mediated learning, and heterogeneous groups of students are essential characteristics of collaborative classrooms. These characteristics, which are elaborated below, necessitate new roles for teachers and students that lead to interactions different from those in more traditional classrooms. CONCLUSION Human learning may occur as part of education, personal development, schooling, or training. It may be goal-oriented and may be aided by motivation Learning may occur as a result of habituation or classical conditioning, seen in many animal species, or as a result of more complex activities such as play, seen only in relatively intelligent animals. Learning may occur consciously or without conscious awareness. Learning that an aversive event can't be avoided nor escaped is called learned helplessness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.