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Derginin Adı:
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International Journal of Instruction
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Cilt:
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2014/7
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Sayı:
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1
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Makale Başlık:
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Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments
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Makale Alternatif Dilde Başlık:
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Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
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Makale Eklenme Tarihi:
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7.08.2015
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Okunma Sayısı:
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1
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Makale Özeti:
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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.
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Alternatif Dilde Özet:
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Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)
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