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MILLATH COLLEGE OF TEACHER EDUCATION

SOORANADU, KOLLAM

EDU-06 THEORETICAL BASE OF MATHEMATICS
EDUCATION -2

ASSIGNMENT

TOPIC: COLLABORATIVE LEARNING


SUBMITTED BY, SUBMITTED TO,
NIJA N T KUNJU SHEMI TEACHER




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INDEX

INTRODUCTION


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COLLABORATIVE
LEARNING


4-5
ADVANTAGES OF
COLLABORATIVE LEARNING

6-7
DIFFERENCES BETWEEN CO-
OPERATIVE LEARNING &
COLLABORATIVE LEARNING


8-10

CONCLUSION


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REFERENCES

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INTRODUCTION
A fundamental aspect of teaching has been the
way teachers arrange the classroom
environment. A teaching strategy is the way
instructors choose to convey information and
facilitate learning. The most common teaching
strategies are direct instruction, indirect
instruction, interactive instruction, independent
study and experimental learning. In such a way
that one of the important teaching strategy is
Collaborative learning





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COLLABORATIVE LEARNING

Collaborative learning is an educational
approach to teaching and learning that
involves groups of learners working
together to solve a problem, complete a
task , or create a product

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Many times teacher does not have a pre-
set notion of the problem or solution that
student will be reaching


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ADVANTAGES OF COLLABORATIVE
LEARNING

Develops higher level thinking skills

Promotes student-faculty interaction and
familiarity

Increases student retention

Builds self esteem in students

Encourages diversity understanding &
responsibility for learning
Involves students in developing curriculum
and class procedures

Opportunity for personal feedback

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Enhances student satisfaction with the
learning experience

Develops oral communication skills


Develops social interaction skills

Creates an environment of active, involved,
exploratory learning

Uses a team approach to problem solving
while maintaining individual accountability

Promotes a positive attitude towards the
subject matter




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Differences between co-operative
learning and collaborative learning
Co-operative learning Collaborative learning

1. Based on the theories 1.Based on social
Concerning cognitive constructivist theory
Development

2. A comparatively large 2. The number of roles
numbers of tasks are assigned to
assigned to the members members is less
of a group

3. The instructor has to play 3.He limits his
a major role, he acts as authority and
the centre of authority allows members
To act freely
4. The teacher closely 4. The teacher
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Watches the group work leaves the
and provides guidance members to their
wherever needed and style of work
monitors the progress gives guidance
towards the final goal only if they
request him to
do so

5. Development of social skills 5. Social skill for
is taken up as an instructional working in groups
goals is taken for
granted
6. Group task will not be open, 6.Group task will
because the teacher be open.
regulates and assign tasks

7.Will be more effective for 7.More suited for

fundamental courses especially higher levels
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for lower levels

8. Co operative learning 8. Collaborative
gives stress to foundation learning
knowledge considers
knowledge as a
social construct
9. The final product is 9.The final product
determined in advance is not fixed in
and all activities are advance, what
the geared towards that members produce
is accepted as the
product





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In the Collaborative learning setting,
learners have the opportunity to
convers with peers, exchange divers
beliefs, question other conceptual
frame works, and be actively engaged.

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REFERENCES

Mathematics Education-Dr.k.Sivarajan

Teaching of Mathematics- Sudhir
Kumar, D.N.Ratnalikar