Engaging Learners in Cooperative Learning Through Environmental and Cross-Cultural Activities

Mitakidou, Soula; Tamoutseli, Konstantia

doi:10.2478/v10099-011-0001-5

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…The results also confirm that combining CL with differentiated instruction can strengthen students' intrinsic motivation. The interaction contributes to students' self-confidence and their interpersonal skills without compromising their learning and achievements (Mitakidou & Tamoutseli, 2011). Students also feel that they are working within a friendly, welcoming, and safe environment which eradicates feelings of worry and anxiety (Han, 2015).…”

Section: The Role Of Cooperative Learning In Facilitating Differentiamentioning

confidence: 99%

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

Ismail

Allaq

2019

Sage Open

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Cooperative learning and differentiated instruction have recently attracted a lot of attention as they are considered by educators and teachers to play significant roles in motivating learners and promoting interactive learning. The present study aims to examine English teachers' views about the effectiveness of the practice of cooperative learning and differentiated instruction in enhancing students' learning in English language classes. A sequential mixed method was used to collect the necessary data to answer the research questions. A questionnaire was first sent to 200 English language teachers, and then the researchers conducted focus group interviews with eight teachers. The findings of the study reveal that English language teachers consider cooperative learning as a valuable instructional procedure for promoting learners' engagement, classroom social interaction, cultural appreciation, and differentiated instruction. The present study's findings may have implications at all levels, such as teacher training, academic administration, curriculum designing, and decision making. Applications of those findings may attract the attention of others beyond the English classes. In addition, the findings may provide valuable guidance for researchers and educators to carry out large scale studies on the practice of cooperative learning and differentiated instruction in English language classes within the present study's context and beyond.

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Section: The Role Of Cooperative Learning In Facilitating Differentiamentioning

confidence: 99%

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

Ismail

Allaq

2019

Sage Open

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“…Moreover, education for sustainable development aims at promoting abilities such as decision making, conflict management, initiative for action, personal and social communication abilities and the development of mutual trust and acceptance of difference (Mitakidou and Tamoutseli, 2011). Thus, teachers should embrace collaborative style and power sharing.…”

Section: Discussionmentioning

confidence: 99%

The Resolution of Conflict between Teacher and Student: Studentsí Narratives

Čiuladienė

Kairienė

2017

Journal of Teacher Education for Sustainability

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The important thing for teachers is to solve conflicts with students correctly and effectively without damaging the relationship, losing the cooperation with students or disrupting educational process. Although there is a great concern about the way a teacher manages studentsí behaviour, there is very little relevant data concerning teacher-student conflict. The article aims at revealing the characteristics of conflict resolution between students and teachers from the studentsí point of view.To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents were asked to recall a conflict occurring between them and a teacher during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 30 students.Students and teachers actually engage in a range of behaviours. In accordance with the theoretical framework, the four behavioural categories were grouped. Students reported that during the teacher-students conflict a full palette of strategies (dominating, integrating, accommodating and avoiding strategies) was used. Findings revealed that forcing was expressed by arguments, involving a third party and aggression. Avoiding was expressed by crying, avoiding the contact. Accommodating was expressed by pretending and giving in. Apologising, making a compromise, compensation, talking about the problem were examples of an integrating strategy.The results indicated that participants reported 28 behavioural reactions to a classroom conflict. Among them, 12 were those of teacher engagement, and 16 of student engagement. In line with the conglomerated conflict behaviour framework, students reported that both conflict parties (students and teachers) in the case of active student position engaged in more than one type of behaviour in response to a single incident. Understanding studentsí experience would allow teachers to better respond and manage studentsí reactions, as well as help teachers prevent behaviours such as aggression and promote other behaviours such as motivation.

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Teachers’ Perceptions and Practices of Cooperative Learning and Its Influence on Classroom Learning

Bashir

Nisar²,

Gul

2020

ojs

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This study was launched in order to contribute to the body of researchers conducted for investigating teachers’ perceptions and practices about cooperative learning in the classroom. The main objective of this study was to learn about the reasons and perceptions of teachers why they choose to implement or not to implement cooperative learning strategies and how the use of the same influences their class classroom teaching and learning the process. The benefits of the cooperative learning strategies are supported by multiple research studies and conclude in students' intellectual performances along with behavioral improvements. Copious research studies focus on the benefits and methods of the cooperative learning process while lacking teachers’ perceptions and practices of cooperative learning. Evaluation of teachers’ perceptions and practices of cooperative learning in this research study was conducted at the secondary level in district Kohat. The study was descriptive in nature, the questionnaire was developed by the researcher with the kind and immense consultation of the supervisor. The population of the study comprises all the teachers teaching at the Secondary level at district Kohat while 50 teachers were selected using convenient sampling techniques. Keeping in view the cultural restriction only female teachers were taken as the sample of the study. Data were analyzed using descriptive statistics and central tendencies. Analysis of the quantitative questionnaire showed that most of the teachers like and tend to use cooperative learning strategies. The use of these strategies makes their classes not only conducive to learning and but also develops social skills, self-esteem, cooperation and confidence in students.

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Engaging Learners in Cooperative Learning Through Environmental and Cross-Cultural Activities

Cited by 3 publications

References 6 publications

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

The Resolution of Conflict between Teacher and Student: Studentsí Narratives

Teachers’ Perceptions and Practices of Cooperative Learning and Its Influence on Classroom Learning

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