Learners work together and are

responsible not only for their own

learning but also for the learning of other

group members.

3 types of Cooperative Learning

To complete a

specific learning

task consisting of

concepts or skills

Most useful in academic settings

Can be used in any setting

To enhance understanding of a specific unit of information; To make connections to prior learning

No more than one class and perhaps for only a few minutes during a class.

The length of experience usually long term.

One class to weeks

4 Advantages of Cooperative Learning

Controlled representations of reality

FOUR TYPES OF SIMULATIONS

Exercises that learners engage in to learn about the real world without the risks of the real world.

A controlled representation of a piece of reality that learners can manipulate to better understand the corresponding real situation.

An analysis of an incident or situation in which characters and relationships are described, factual or hypothetical events transpire and problems need to be solved.

A game that represents real life situations in which learners compete according to a set of rules in order to win or achieve an objective.

A form of drama in which learners spontaneously act out roles in an interaction involving problems or challenges in human relations.

Participants learn how to make decisions or solve problems or apply theory

Focus on teaching or reinforcing factual information.

games that follow the format of established board games, television games, and word games.

It increases interaction among learners and allows even quiet and reserved class members to participate in a low-risk situation

Allow learners to actively apply probem-solving methods.

Help learners apply and master psychomotor and clinical skills

Help people in gain skill in interpersonal and therapeutic relationships.

Apply principle discussed during the class.

Encourage independent study and critical thinking.

Safely expose learners to real-world situations they will encounter in the future.

Pilot the simulation before using it in the classroom. To anticipate any unanticipated problems.

Final discussion

Briefly summarize what has taken place

Done at the actual progress of simulation.

Involves confronting students with real life problems that provide stimulus for critical thinking and self-taught content.

Students work together in small groups, analyze a case, identify their own needs for information and solve problems like those that occur in everyday life.

Conducted with small groups

Students have little background knowledge of the subject matter in the case.

Students have most of the background knowledge they need to apply to the case.

Cases are often long and detailed, and their problems are fairly well defined.

The case are usually brief andthe presenting problems are ill-structured

Used by individuals or groups

Self-directed Learning modules, Self-paced learning modules, Self-learning packets, and Individualized learning activity packages.

To determine if learners have mastered module objectives.

Significance of the module

How to work through the module

Express what the learner will be able to do on completion of the module.

Learners must know what level of performance constitutes mastery of the

content.

Designed to help learners achieve the objectives.

Checking whether the objectives were achieved.

A self-test at the end of every lesson or subconcept.