Planning Lesson
Escuela Normal de Estudios Superiores
Del Magisterio Potosino
LICENCIATURA EN EDUCACIÓN SECUNDARIA
ESPECIALIDAD EN INGLÉS
MATERIA: INGLÉS VI
PROFESOR: YOLANDA LOPEZ LIRA
TEMA: ENSAYO 1
ALUMNA: RINCÓN GONZÁLEZ SANDRA IVETTE
SAN LUIS POTOSÍ, S.L.P., 01 DE JULIO DE 2013.
TAREA 3: ENSAYO DE COLLECTIVE WORSHIP.
Equipo 1
Collaborative learning requires working together toward a common goal. This type of learning has been called by various names: cooperative learning, collaborative learning, collective learning, learning communities, peer teaching, peer learning, or team learning. What they have in common is that they all incorporate group work. However, collaboration is more than co-operation. Collaboration entails the whole process of learning. This may include students teaching one another, students teaching the teacher, and of course the teacher teaching the students, too. More importantly, it means that students are responsible for one another's learning as well as their own and that reaching the goal implies that students have helped each other to understand and learn.
The basis of both collaborative and cooperative learning is constructivism: knowledge is constructed, and transformed by students. The learning process must be understood as something a learner does by activating already existent cognitive structures or by constructing new cognitive structures that accommodate new input.
Collaborative learning shifts the responsibility for learning to the student, in the role of “researcher” and self-directed learner. In order to work towards a collaborative learning approach, the teacher must fully understand their students’ preferred learning styles and their own conceptions of learning. This can help the teacher decide where and how to start an online cooperative/collaborative project.
One of the benefits of collaborative learning is the fact that
Del Magisterio Potosino
LICENCIATURA EN EDUCACIÓN SECUNDARIA
ESPECIALIDAD EN INGLÉS
MATERIA: INGLÉS VI
PROFESOR: YOLANDA LOPEZ LIRA
TEMA: ENSAYO 1
ALUMNA: RINCÓN GONZÁLEZ SANDRA IVETTE
SAN LUIS POTOSÍ, S.L.P., 01 DE JULIO DE 2013.
TAREA 3: ENSAYO DE COLLECTIVE WORSHIP.
Equipo 1
Collaborative learning requires working together toward a common goal. This type of learning has been called by various names: cooperative learning, collaborative learning, collective learning, learning communities, peer teaching, peer learning, or team learning. What they have in common is that they all incorporate group work. However, collaboration is more than co-operation. Collaboration entails the whole process of learning. This may include students teaching one another, students teaching the teacher, and of course the teacher teaching the students, too. More importantly, it means that students are responsible for one another's learning as well as their own and that reaching the goal implies that students have helped each other to understand and learn.
The basis of both collaborative and cooperative learning is constructivism: knowledge is constructed, and transformed by students. The learning process must be understood as something a learner does by activating already existent cognitive structures or by constructing new cognitive structures that accommodate new input.
Collaborative learning shifts the responsibility for learning to the student, in the role of “researcher” and self-directed learner. In order to work towards a collaborative learning approach, the teacher must fully understand their students’ preferred learning styles and their own conceptions of learning. This can help the teacher decide where and how to start an online cooperative/collaborative project.
One of the benefits of collaborative learning is the fact that