| CODE | IAL2011 | ||||||||||||
| TITLE | Cooperative and Collaborative Learning | ||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||||||
| DESCRIPTION | It's extremely common for teachers to require students to work in groups. In this unit, we define cooperative learning and discuss its advantages for creating a more inclusive classroom. We also define collaborative learning and explain how it is different from cooperative learning, giving examples, showing videos, discussing its effectiveness with teachers so that to guide Learning Support Educators' motivations, performance and interaction within the school environment. Study-unit Aims: The aims of this study-unit are to outline a range of strategies that can be used to increase student engagement, motivation, cooperation and collaboration, and to achieve learning outcomes. The unit invites the practitioners to cross traditional boundaries, to consider similarities and differences of these approaches, and to begin productive conversations that can advance the field of inclusive education. The students will learn how to become a co-teaching partner, their roles, how to improve their planning and co-planning skills and how to expand the structures they use to support students. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Describe how cooperative and collaborative learning differ from the traditional approach; - Explain how cooperative and collaborative learning developed since they became popular; - Analyse the benefits and some critical perspective of cooperative and collaborative learning; - Explore the efficacy of the cooperative and collaborative approaches; - Demonstrate how IT supported collaborative learning develops metacognition. 2. Skills By the end of the study-unit the student will be able to: - Formulate cooperative and collaborative learning strategies for creating more inclusive classrooms; - Implement cooperative and collaborative learning strategies in conjunction with other educational techniques; - Design cooperative and collaborative learning activities in conjunction with other educational techniques. Main Text/s and any supplementary readings: Main texts - Hmelo-Silver, C. E., Chinn, C. A., Chan, C., O'Donnell, A. M. (2013), The International Handbook of Collaborative Learning. Taylor and Francis. Supplementary texts - Marzano, Pickering & Pollock (2001), 30 STRATEGIES TO PROMOTE COOPERATIVE LEARNING Available online at: https://www.scribd.com/document/299921721/30-Strategies - Gillies, R. M., Ashman, A., Terwel, J. (2007) The Teacher's Role in Implementing Cooperative Learning in the Classroom. Springer. - Cohen, E. G., Brody, C. M., Sapon-Shevin, M. (2004), Teaching Cooperative Learning: The Challenge for Teacher Education. State University of New York Press: Albany. - Kluth, P., Causton, J. (2016) 30 Days to the Co-Taught Classroom: How to Create an Amazing, Nearly Miraculous & Frankly Earth-Shattering Partnership in One Month or Less. |
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| STUDY-UNIT TYPE | Lecture and Seminar | ||||||||||||
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| LECTURER/S | Jonathan Borg |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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