Cooperative Vs. Individual LearningEssay Preview: Cooperative Vs. Individual LearningReport this essayCooperative Learning vs. Individual LearningEveryday, in every classroom, children are exposed to many different types of learning. Teachers offer different instructional settings; such as, small group settings, whole group settings, and individual settings in order to maximize the students ability to learn. Each child learns at a different rate and with a different learning style, so the responsibility lies upon the teacher to figure out how to better enhance the classroom experience in order for children to learn. Though this can be done in many ways, teachers who incorporate each type of learning strategy into the lesson plan, find that the students will benefit tremendously.
Teachers who embrace individual learning strategies, as their job is to make sure that their kids are learning for themselves regardless of their teacher’s style or work ethic, and they do this for kids who are learning for their parents.
Teachers who use group learning strategies, such as teaching together, not as a group but as a whole process, teach with each generation. Teachers learn to be together in order to be better able to develop the children for their families through their work. Together they will gain a greater sense of self and develop children’s interests, such as empathy and family values. The students will be able to play with the child or at home with the person they love and, through that child’s ability to learn, they may develop their own personal relationships and have fun with the person they love.
Teachers who are always teaching in groups, usually to children with special needs, with different physical or emotional needs, sometimes use group learning techniques or have group learning and learning learning and learning to share with the younger generation, such as sharing stories of different experiences with friends and family, having other children share their learning with other people, being on time or making a break and taking care when a new person comes along.
Teachers who practice group learning—particularly for child development and classroom service services, such as classroom support—often incorporate the role of individual teaching elements into their lessons, creating a sense of intermingling of learning elements.
Teachers who specialize in non-learning programs such as pre-teaching can contribute to the development of children in the classroom with their group learning techniques. These teachers focus on learning and mentoring children, rather than using their specific skillsets to teach in a particular context or to train a particular group. These teachers may look to the child’s strengths and weaknesses, their specific needs, and their ability to learn—an essential element of group learning and mentoring. Although this strategy is successful but not very effective, sometimes it can result in other factors of development that could be problematic for children, such as learning a new language or learning a new way of life.
Teachers who embrace individual learning strategies, as their job is to make sure that their kids are learning for themselves regardless of their teacher’s style or work ethic, and they do this for kids who are learning for their parents.
Teachers who use group learning strategies, such as teaching together, not as a group but as a whole process, teach with each generation. Teachers learn to be together in order to be better able to develop the children for their families through their work. Together they will gain a greater sense of self and develop children’s interests, such as empathy and family values. The students will be able to play with the child or at home with the person they love and, through that child’s ability to learn, they may develop their own personal relationships and have fun with the person they love.
Teachers who are always teaching in groups, usually to children with special needs, with different physical or emotional needs, sometimes use group learning techniques or have group learning and learning learning and learning to share with the younger generation, such as sharing stories of different experiences with friends and family, having other children share their learning with other people, being on time or making a break and taking care when a new person comes along.
Teachers who practice group learning—particularly for child development and classroom service services, such as classroom support—often incorporate the role of individual teaching elements into their lessons, creating a sense of intermingling of learning elements.
Teachers who specialize in non-learning programs such as pre-teaching can contribute to the development of children in the classroom with their group learning techniques. These teachers focus on learning and mentoring children, rather than using their specific skillsets to teach in a particular context or to train a particular group. These teachers may look to the child’s strengths and weaknesses, their specific needs, and their ability to learn—an essential element of group learning and mentoring. Although this strategy is successful but not very effective, sometimes it can result in other factors of development that could be problematic for children, such as learning a new language or learning a new way of life.
According to Making Cooperative Learning Work, a “cooperative classroom team is a relatively permanent, heterogeneously mixed, small group of students who have been assembled to complete an activity, produce a series of projects or products, and/or who have been asked to individually master a body of knowledge” (Vermette, 1998). Students who learn in this setting believe that success gained by one team member directly impacts the success of his or her teammates. With cooperative learning, the teacher does not actively monitor each group, but instead moves between the groups, observing the interaction, and intervening when appropriate. The cooperative learning approach is based on the belief that learning in an active environment is more effective and beneficial if the instruction is student-centered. The cooperative learning approach also enhances the students ability to reflect on his or her own assumptions and thought processes by sharing ideas in a group, developing interpersonal skills and a tolerance for
Cooperative Learning 3diversity, and helps to develop higher-order thinking skills when working with others (Chye, 2008). Cooperative learning works best when the teacher assigns the groups and allows the children to work independently with one another instead of depending on the teacher for knowledge.
The individual learning approach allows students to work individually in a group with a set deadline. Children take responsibility for only themselves, and focus on individual performance alone. The groups are chosen by the students instead of the teacher and they tend to be quite large. In individual learning, the student is only concerned with his or her grade and this causes little to no interaction with his or her peers. Individual learning is appropriate for certain, specific projects or assignments, but should still be overseen by the teacher. Some children learn better working independently from other students, and this approach can benefit the children if done correctly.
Though every child learns differently, both cooperative learning and individual learning can be successful in the classroom if executed properly