General Methods of Teaching (EDU301)

Name Rukhsar
Assignment 2
Subject General Methods of Teaching (EDU301)

Question no.1:
Define cooperative learning?
Cooperative learning is a effective educational method in which small teams use a range of
learning experiences, together with students with varying ability levels, to enhance their
comprehension of a subject. Learning goals for students can be designed to encourage collective,
competitive or individualistic efforts. Instructional tasks are directed at meeting objectives in
each classroom, and are performed under a target framework. A learning target is a potential
future state of presentation of ability or mastery in the subject field under study.
Cooperative learning strategies with complete procedure of implementation in
classroom:
Making Preinstructional decision:
Teachers (a) devise goals for both academic and social skills, (b) agree on group size, (c) select a
system for assigning students to classes, (d) determine the positions to assign group members, (e)
organize the space, and (f) organize the resources students need to complete the assignment. The
goals of social skills determine the organizational and small group skills students need to acquire
in these pre-instructional decisions. Rolling interdependence is formed by assigning roles to the
students. The way materials are dispersed will establish interdependence between the resources.
The room structure will build interdependence on the environment and provide convenient
access for the instructor to monitor each group, which improves participant transparency and
provides evidence for group analysis.

Collaborative vs. Cooperative Learning:
Cooperative learning is so closely related that the two words are also used interchangeably. Let's
take a minute, however, to discuss the parallels and disparities between the two. Both theories of
learning assign different assignments, Discovery approaches are used in both situations to teach
interpersonal skills, and student interactions are emphasized as a way of sorting out issues. In
both use classes and both allow students to share their results and to compare them.
There are three phases of the implementation of cooperative learning:
1) The first step is the pre-implementation process , which includes: defining instructional
goals, deciding group sizes and assigning students to classes, scheduling spaces,
preparing teaching resources to facilitate interdependence, identifying group positions,
identifying assignments, describing performance metrics, structuring healthy
interdependence and responsibility, and identifying desirable behavior.
2) The second step is execution that includes: tracking actions, interfering as necessary,
accommodating needs, and praising.
3) The third step is post-implementation and includes: closing by summarizing, reviewing
the learning of the students, and reflecting on what happened.
Pre-Implementation:
The biggest obstacle after agreeing to incorporate cooperative learning would be organizing
and training the classroom and the students for CL. There are several things that an teacher
needs to perform before introducing co-operative learning in the classroom, according to
Johnson, Johnson, and Smith (1991) Those duties will be outlined in this section.
Implementation:
It is time to continue running, after all the arrangements. The students play the most critical
role during the implementation process of the cooperative study. At this point, some of its tasks
include:
 Joining powers
 Hearing each other up
 Questions between themselves
 Holding track of their activities and success
 Performing the role of evaluation (product)
 Bearing personal responsibility / taking part in the party
During this point also the professor has obligations. Johnson, Johnson, and Smith ( 1991) list
many functions a co-operative learning teacher has while introducing.
Question No. 2:
Problem based learning:
Definition:
Problem-based learning (PBL) is a instructional approach in which challenging real-world topics
are used as a tool to facilitate student understanding of ideas and values, as opposed to simple
introduction of facts and beliefs. PBL should also facilitate the growth of critical thinking skills ,
problem-solving skills , and leadership skills in addition to the course material.

Project-Based Learning vs. Problem-Based Learning:
Problem based learning may require interdisciplinary research whereas Project based learning
is usually applied in a single class and lasts a period of a few days. Project based learning is no
easier to enforce than Problem based learning, contrary to common opinion, because it often
requires the instructor to become a positive, adaptable facilitator. In Project based learning ,
teachers will mutually set targets and results with students, while in Problem based learning,
the teacher typically sets goals in advance. In comparison, both Problem based learning and
Project based learning are based on real-world problems, while Project based learning can be
more complex in classes such as math’s.
Manage problem based learning in classroom:
Identify Outcomes/Assessments:
PBL is ideally suited to process-oriented course outcomes like teamwork, analysis, and problem
solving. It may help students learn material or understanding of the definition, or develop
instructional practices such as writing or communicating. You will then create formative and
summative tests to measure student success after deciding if your course has learning
outcomes that match with PBL.
MINI-LESSONS, CENTERS, AND RESOURCES:
Mini-lessons and centers are a perfect way to differentiate teaching, as well as being a great
management strategy for preventing time sinks in class. You may be giving mini-lessons or
center work to support learning for your students, or perhaps showing students a variety of
resources to learn from, including videos, games, and readings .
VOICE AND CHOICE IN PRODUCTS:
Another important component of PBL is the identity and preference of students, both in terms
of what the students create and how they use their energy. You will encourage students to
present what they learn in a variety of ways with the items. You may distinguish the forms
students are summarily measured from the literary elements to the artistic or dramatic. Its
impulses come into action here aggressively.
REFLECTION AND GOAL SETTING:
Reflection is a critical aspect of PBL. Students will focus on their progress in the course, and set
targets for more learning. This is a perfect chance for them to develop individual learning
targets, and to plan tailored training for the targets they develop.
Strategies to Assess Problem based learning:
Project-based learning (PBL) lends itself to differential teaching, obviously. It's student-centered
and student-driven by nature, and it allows teachers flexibility to address student needs in a
number of ways. PBL can allow for effective appraisal distinction, as well as daily management
and instruction. For problem-based learning, it is common to have a lot of cross-curricular
content. For example, if students are investigating pollution in the school pond, they will be
looking at issues related to science, but will also bring in English skills when they attempt to
communicate on the issue. There may also be some social studies activity as students study the
laws and regulations affecting the matter. Math would also play a part, as students could
quantify levels of pollution and use math to calculate the cost of implementing a solution.

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Name Rukhsar

Subject General Methods of Teaching (EDU301)

Define cooperative learning?

competitive or individualistic efforts. Instructional tasks are directed at meeting objectives in

Cooperative learning strategies with complete procedure of implementation in

Making Preinstructional decision:

in these pre-instructional decisions. Rolling interdependence is formed by assigning roles to the

provides evidence for group analysis.

There are three phases of the implementation of cooperative learning:

preparing teaching resources to facilitate interdependence, identifying group positions,

identifying assignments, describing performance metrics, structuring healthy

interdependence and responsibility, and identifying desirable behavior.

accommodating needs, and praising.

3) The third step is post-implementation and includes: closing by summarizing, reviewing

the learning of the students, and reflecting on what happened.

needs to perform before introducing co-operative learning in the classroom, according to

 Hearing each other up

 Questions between themselves

 Holding track of their activities and success

 Performing the role of evaluation (product)

 Bearing personal responsibility / taking part in the party

many functions a co-operative learning teacher has while introducing.

Problem based learning:

Problem-based learning (PBL) is a instructional approach in which challenging real-world topics

problem-solving skills , and leadership skills in addition to the course material.

more complex in classes such as math’s.

Manage problem based learning in classroom:

outcomes that match with PBL.

MINI-LESSONS, CENTERS, AND RESOURCES:

resources to learn from, including videos, games, and readings .

VOICE AND CHOICE IN PRODUCTS:

impulses come into action here aggressively.

REFLECTION AND GOAL SETTING:

Strategies to Assess Problem based learning:

and instruction. For problem-based learning, it is common to have a lot of cross-curricular

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