Designing Collaborative Activities to Promote Understanding and Problem-Solving

Hall, Barbara M.

doi:10.4018/ijec.2014040104

Cited by 13 publications

(6 citation statements)

References 63 publications

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“…The student teachers decided the group size, the number of collaborators within a group. Group size can influence learning outcomes by what the group can achieve in terms of collaborative dialogue (Hall 2014). Depending on the objectives and the nature of the learning task, cooperative groups range in size from 2-6 members (S. Kagan 2015).…”

Section: B Discussionmentioning

confidence: 99%

Type of Collaborative Learning of Kagan Framework in Microteaching Course of ELESP UNJ

Tanzilla,

Tamela

2021

stairs

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This study aims to identify what collaborative learning is in the microteaching class of the English Language Education Study Program, Jakarta State University. Indicators in collaborative learning are based on research and statements from Kagan (2015). In conducting this research, data were collected from the student-student teacher activities and interactions in microteaching class activities. The finding showed that type of collaborative learning in this course belonged to learning together. The activities in learning together were when the student teacher decided on group size, assign students to groups, arrange the room, assign roles, explain the academic task, monitor student's behavior, provide task assistance, and provide closure. The results of the study hopefully can give insights on how to conduct collaborative learning an any subjects or courses.

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Section: B Discussionmentioning

confidence: 99%

Type of Collaborative Learning of Kagan Framework in Microteaching Course of ELESP UNJ

Tanzilla,

Tamela

2021

stairs

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“…Each was then analyzed according to the 4C skill indicators adapted from various previous references. Communication skills were adapted from Hall (2013), Collaboration skills were adapted from Lai, Emily. DiCerbo, Kristen, Foltz, & Peter (2017), Fadel et al (2015), and Metusalem, Belenky, & DiCerbo (2017), Critical Thinking Skills were adapted from Ariyana et al (2018), Fadel et al (2015), Kivunja (2014), Ventura, Lai, &Zhao et al (2016), and lastly Creativity Skills were adapted from Fadel et al (2015), Kivunja (2014), andLai, Yarbro, DiCerbo, &Geest (2018).…”

Section: Methodsmentioning

confidence: 99%

The Incorporation of the 4C Skills in the Lesson Plans of Grade Eight

Luthfi,

Agustina,

Pujiati

2023

stairs

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This research aimed to investigate the incorporation of the 4C skills in the lesson plans and to analyze how the 4C skills were implemented into the lesson plans of English for grade eight. The data for this qualitative content analysis research was gathered by analyzing ten lesson plans for grade eight of junior high school in Bekasi and Jakarta. The research found that all the lesson plans included all the 4C skills, which comprised 51% of communication skills, 69% of collaboration, 61% of critical thinking, and 69% of creativity. As the most widely incorporated, collaboration and creativity were found in learning and assessment activities. These findings are expected to be a recommendation for scholars, especially English teachers in designing lesson plans that meet 21st-century skill needs.

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“…a. Communication (Fadel, Charles, Bialik, Maya, and Trilling, 2015;Metusalem, R., Belenky, D. M., & DiCerbo, 2017) b. Collaboration (Hall, 2013;Lai, Emily. DiCerbo, Kristen, and Foltz, 2017) c. Critical thinking (Ariyana et al, 2018;Fadel, Charles, Bialik, Maya, and Trilling, 2015;Kivunja, 2014;Ventura, Lai, & DiCerbo, 2017;Zhao et al, 2016) d. Creativity (Fadel, Charles, Bialik, Maya, andTrilling, 2015;Kivunja, 2014;Lai, Yarbro, DiCerbo, & Geest, 2018)…”

Section: Instrumentsmentioning

confidence: 99%

Four C’s Skills Integration in the Lesson Plans of Grade 7 English Teacher

Tamela

Dwi

2021

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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Four C skills’ integration in English curriculum has been investigated in recent years. Unfortunately, those studies focused on the integration of 4Cs in lesson plans carried out in elementary schools. Thus, this research aimed to analyze how the 4C skills were implemented in English lesson plans of 7th grade. The data were collected through content analysis on ten lesson plans of public and private junior high schools in Jakarta and Bekasi. It was found that all analyzed lesson plans have incorporated the 4Cs skills; communication, collaboration, critical thinking, and creativity. However, there were indicators of each skill that more dominantly appeared in a certain topic or were seen not to be incorporated in any examined lesson plans. In addition, teachers mostly incorporated the 4Cs skills in the learning activity and assessment. Although all the analyzed lesson plans have integrated 4Cs, the fulfilment of the indicators of each skill still needed to be improved. These findings are expected to be a recommendation for educators especially English teachers in designing lesson plans which integrated the 4C skills as the keys to a lifetime of learning and creative work as the current world of work is required leads to the need for integration of 4Cs in the classroom.

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Designing Collaborative Activities to Promote Understanding and Problem-Solving

Cited by 13 publications

References 63 publications

Type of Collaborative Learning of Kagan Framework in Microteaching Course of ELESP UNJ

Type of Collaborative Learning of Kagan Framework in Microteaching Course of ELESP UNJ

The Incorporation of the 4C Skills in the Lesson Plans of Grade Eight

Four C’s Skills Integration in the Lesson Plans of Grade 7 English Teacher

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