Cooperative Learning and Metacognitive Instruction

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Cooperative Learning and Metacognitive Instruction by Fanny Jimenez, GRIN Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Fanny Jimenez ISBN: 9783638403658
Publisher: GRIN Publishing Publication: July 29, 2005
Imprint: GRIN Publishing Language: English
Author: Fanny Jimenez
ISBN: 9783638403658
Publisher: GRIN Publishing
Publication: July 29, 2005
Imprint: GRIN Publishing
Language: English

Seminar paper from the year 2004 in the subject Pedagogy - General, grade: A (excellent), Indiana University (Instructional Systems Technology), course: Instructional Psychology, 24 entries in the bibliography, language: English, abstract: INTRODUCTION There has been a lot of research concerning the problems of implementing new techniques and strategies into classroom instruction. The difficulties of innovation may be due to resistance to change, lack of congruence between teachers' beliefs and practices and several other factors. This does not sound very optimistic in terms of improving learning situations for students. However, there are some ways to enhance student performance that at first sight do not seem to be very complicated but nevertheless are quite effective without depending on the former mentioned barriers too much. The purpose of this synthesis paper is to present recent findings concerning two of those strategies, cooperative learning and metacognitive instruction, and critically discussing their effectiveness and applicability as well as their limitations and implications for future research. First, a short overview is given on the problem of implementing new techniques in classroom instruction and changing teachers' practices. This is done to provide a framework and consider the main constraints. Then, research on the two strategies is presented and discussed with regard to applicability and limitations. The main indicator of whether those strategies actually reach the student or not is student achievement as usual, even though it is certainly not the only important one and some other indicators are considered. Finally, a short summary and conclusion is given and implications for future research are considered.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Seminar paper from the year 2004 in the subject Pedagogy - General, grade: A (excellent), Indiana University (Instructional Systems Technology), course: Instructional Psychology, 24 entries in the bibliography, language: English, abstract: INTRODUCTION There has been a lot of research concerning the problems of implementing new techniques and strategies into classroom instruction. The difficulties of innovation may be due to resistance to change, lack of congruence between teachers' beliefs and practices and several other factors. This does not sound very optimistic in terms of improving learning situations for students. However, there are some ways to enhance student performance that at first sight do not seem to be very complicated but nevertheless are quite effective without depending on the former mentioned barriers too much. The purpose of this synthesis paper is to present recent findings concerning two of those strategies, cooperative learning and metacognitive instruction, and critically discussing their effectiveness and applicability as well as their limitations and implications for future research. First, a short overview is given on the problem of implementing new techniques in classroom instruction and changing teachers' practices. This is done to provide a framework and consider the main constraints. Then, research on the two strategies is presented and discussed with regard to applicability and limitations. The main indicator of whether those strategies actually reach the student or not is student achievement as usual, even though it is certainly not the only important one and some other indicators are considered. Finally, a short summary and conclusion is given and implications for future research are considered.

More books from GRIN Publishing

Cover of the book Muted voices of powerless poor 'oily' Africans by Fanny Jimenez
Cover of the book The Sociolinguistic Dimension of Code Switching by Fanny Jimenez
Cover of the book The Social Justice Imagination by Fanny Jimenez
Cover of the book Moral Stage - A literature overview by Fanny Jimenez
Cover of the book Potential Impacts of General Packed Radio Service on European Telecommunication Companies and their Customers by Fanny Jimenez
Cover of the book Bram Stoker: Dracula - The relationship of Jonathan and Mina Harker by Fanny Jimenez
Cover of the book Intercultural differences of customer emotions in service encounters by Fanny Jimenez
Cover of the book Photogrammetrische Luftbildbearbeitung - Anleitung an einem Kartenbeispiel by Fanny Jimenez
Cover of the book The syntax of technical english by Fanny Jimenez
Cover of the book Journal (21 days) of my experience at an American High School by Fanny Jimenez
Cover of the book Die Außen- und Deutschlandpolitik der Bundesrepublik Deutschland 1966 - 1969 by Fanny Jimenez
Cover of the book A Study of Settings Appearing in 'Young Goodman Brown' by Nathaniel Hawthorne by Fanny Jimenez
Cover of the book A New Framework For Combating Piracy And Counterfeiting by Fanny Jimenez
Cover of the book The haunted wilderness as the Sublime in Canadian Gothic fiction in the 19th century by Fanny Jimenez
Cover of the book International Human Rights Law and Indigenous Peoples by Fanny Jimenez
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy