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Play Based, Cooperative & Collaborative Learning

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by

Maryam Loetscher

on 29 April 2014

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Transcript of Play Based, Cooperative & Collaborative Learning

Play Based, Cooperative & Collaborative Learning
Activity: Balloon Rockets
Your Task:
Use the equipment provided to make a Balloon Rocket.

Aim:
Your rocket should travel as far as possible along the string line.

Materials:
1 Balloon
1 Straw
Tape
String
Measuring Tape
Rules:
1. Create a balloon rocket as shown in the image.
2. Collaborate with your group members to discover the most effective method in propelling the balloon the furthest- using the materials provided.



Cooperative Learning- Assigning Student Roles
Recorder: Writes down key information such as data results or summaries of discussion.

Reporter: This person presents to the class what the group did or discovered.

Materials manager: Keeps track of the materials, gets them from the supply table and returns them.

Facilitator: Moderates team discussion, keeps the group on task, and distributes work.
The Aims for Student Learning
The Role and Strategies of the Teaching Team
Principles and Concepts of Learning Theories
1. Information Processing Theory
Rehearse and expand knowledge.
Obtain prior knowledge from memory.
2. Piaget
Social interaction can create disequilibration that leads to assimilation or accomodation.
3. Vygotsky
Higher mental functions through social interaction.
Teacher scaffolding.
Reference to ACARA (2012)
ACARA (2012): In Years 3 to 6, the curriculum focus is to recognise questions that can be investigated scientifically and investigating them. Within this, the unifying concepts of patterns, systems, cause and effects, and evidence and explanation, will be developed.

Year 5 Content Descriptor:
Science Understanding: Chemical Sciences- Solids, liquids, and gases have different observable properties and behave in different ways.

Science as a Human Endeavour: Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomenas.

Science Inquiry Skills: Questioning and predicting; planning and conducting; processing and analysing data and information; evaluating and communicating.

*Incorporate literacy and numeracy through cross-curriculum knowledge, as well as promote cultural understanding through groupwork.
The Value of Play:

According to Piaget and Vygotsky, play is beneficial in the practice and assimilation of new schemas, as well as for accomodating new information (Woolfolk & Margetts, 2012).
Play is characterised by imagination.
Through play-based learning, students are able to take risks, experiment and explore without the pressure of being right.
Play promotes mental representation and symbolic functions which are fundamental to abstract thinking.
Students may actively work with concrete materials, engage in sensorimotor activities, and participate in negotiation and dialogue with others.
Increase tolerance and acceptance.
Play is a sociocultural activity.


Cooperative and Collaborative Learning:
Cooperation: a focus on students working together towards shared goals. Involves a high level of teacher control and content specific learning.
Collaboration: characterised by discussion, diverse perspectives, debate, constructive feedback, reaching consensus, and the involvement of every member of the group. It provides students with opportunities to develop critical thinking skills by expressing critical thinking skills by expressing ideas, comparing their thinking with others, investigating topics with others, and practice higher order thinking skills.
Foster citizenship in the real world.
Well-functioning cooperative groups = collaborative by nature.
The Aims of Student Learning
Assigning roles:
Supports social skills: listening, encouragement, and respect for differences.
Further skills developed: thoughtful discussion, sharing of explanations and insights, brainstorming, and creativity.
Promotes dialogue, thinking and problem-solving, and conceptual understanding.
Information Processing Theory:
Make sure you have the students' attention.
Help students separate essential from non-essential details and focus on the most important information.
Focus on meaning, not memorisation.
Help students make connection between new information and what they already know.
Provide for review and reflection.
Present material in a clear, organised way.
Vygotsky:
Make sure students have access to tools that support thinking.
Capitalise on dialogue and group learning.
Tailor scaffolding to the needs of students.


The Roles and Strategies of the Teaching Team
Piaget:
Use concrete props and visual aides, especially when dealing with sophisticated material.
Give children chances to manipulate and test objects.
Make sure presentations and readings are brief and well-organised.
Use familiar examples to explain more complex ideas.
Present problems that require logical, analytical thinking.
Kolb:
Focus on: Concrete experiences, reflections, abstract conceptualisations, and
active experiences.
Challenge students' perceptions and beliefs.
Reflection
Questions during:
What will happen when you release the inflated balloon?
What caused this to happen?
How can I make it travel further?
Questions after:
How far did it travel? Why?
In what ways can you improve on your results?
How did you and your group work together?

By Maryam Loetscher, Memy Ho, and Stefanie Sanchez
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