Student engagement and teacher power in large classes

Monk, Gerald

doi:10.1002/tl.37219831403

Cited by 3 publications

(2 citation statements)

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“…The second is that it sacrifices the amount of material that can be "covered" in a course if class time is turned over to student work. The third is a feeling that they aren't fully doing their job unless giving a polished lecture (Monk (1983)). It's true that some of the spotlight is relinquished to the students during the class but I think they are left with a greater impression when they are the ones doing some of the thinking and talking in class.…”

Section: Cooperative Learning and The Lecturementioning

confidence: 99%

Cooperative learning in simulation

Nembhard¹

1997

Proceedings of the 29th Conference on Winter Simulation - WSC '97

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Traditionally, class periods have meant that students listen to a professor lecture for about an hour. Cooperative learning can replace some of that lecture time with methods designed to get students actively involved during the class period. In this article, I highlight some methods of cooperative learning and suggest ways of integrating it into simulation study. Detailed examples are given on cooperative learning in a simulation course where GPSS/H is used for simulation modeling. Student feedback and results using the new methods are briefly discussed.

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Section: Cooperative Learning and The Lecturementioning

confidence: 99%

Cooperative learning in simulation

Nembhard¹

1997

Proceedings of the 29th Conference on Winter Simulation - WSC '97

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“…The second is that Cooperative Learning may sacrifice the amount of material that can be "covered" in a course if class time is turned over to learner work. The third is a feeling that they are not fully doing their job unless they are giving a polished lecture (Monk, 1983).…”

Section: Introductionmentioning

confidence: 99%

Infusing Cooperative Learning into An EFL Classroom

Tuan¹

2010

ELT

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This study sought to investigate student diversities in terms of learning styles and linguistic competence, and the extent to which students change as regards participation, interaction and achievement through Cooperative Learning activities embracing their diversities. 77 first-year EFL students from from the two reading classes, one treated as the experimental group (EG) and the other as the control group (CG), at the Faculty of English Linguistics of the University of Social Sciences and Humanities in Ho Chi Minh City (USSH-HCMC) were invited to participate in the study. The findings substantiated that Vietnamese learners are open to change and Vietnamese EFL teachers should create effective activities for learners to immerse themselves in talking cooperatively instead of talking individualistically in the classrooms.

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