9ROXPH,,,,VVXH,0DUFK,661 INNOVATIVE TEACHING LEARNING THROUGH PEER GROUP CO-OPERATION Dr. Kamlesh Sharma Principal Rayat Bahra College of Education Bohan Hoshiarpur India ABSTRACT Innovation in teaching practice has been variously associated with learning technologies, pedagogical approaches, and organizational processes. The term is put to many uses, from government policy to frequent appearances in university vision statements, and as a rhetorical participant in organizational change. What actually is teaching, and how might it be conceptualized? We explore curriculum theory and practice. Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it. We should recognize our current appreciation of teaching methods and practice emerged in the school and in relation to other schooling ideas such as subject and lesson. In what follows we are going to look at four ways of approaching teaching practice. Teaching as a way of knowledge to be transmitted; Teaching as an attempt to achieve certain ends in students – product; Teaching as a process; Teaching as a practice. It is helpful to consider these ways of teaching for approaching curriculum theory and practice into three disciplines; the theoretical, the productive and the practical. This Research papers discusses about innovations in teaching learning activity through peer group co-operation. KWWSZZZLMHOOKFRP 9ROXPH,,,,VVXH,0DUFK,661 INTRODUCTION: It is usually said that teaching is not a cup of tea which every one can drink. Today in the time of achieving target of universal education, teaching must be a cup of tea for everyone. Teachers are the main link between societies' expectations of their educational systems and concrete student outcomes. Present research has been done to judge the achievement of the students by using ‘’Innovation in Teaching – Peer Group Cooperation” Teachers enter particular schooling and situations with an ability to think critically, inaction, an understanding of their role and the expectations; others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation, out of which may come thinking and action .They structure learning goals to promote cooperative, competitive, or individualistic efforts. In every classroom, instructional activities are aimed at accomplishing goals and are conducted under a goal structure. A learning goal is a desired future state of demonstrating competence or mastery in the subject area being studied. The goal structure specifies the ways in which students will interact with each other and the teacher during the instructional session. Each goal structure has its place (Johnson & Johnson, 1989, 1999). In the ideal classroom, all students would learn how to work cooperatively with others, compete for fun and enjoyment, and work autonomously on their own. The teacher decides which goal structure to implement within each lesson. The most important goal structure, and the one that should be used the majority of the time in learning situations, is cooperation. How students interact with each another is a neglected aspect of instruction. Much training time is devoted to helping teachers arrange appropriate interactions between students and materials (i.e., textbooks, curriculum programs) and some time is spent on how teachers should interact with students, but how students should interact with one another is relatively ignored. It should not be. How teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how they feel about each other, and how much self-esteem they have. “Without the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible…. It was not an advantageous individual here and there who did so, but the group. In KWWSZZZLMHOOKFRP 9ROXPH,,,,VVXH,0DUFK,661 human societies the individuals who are most likely to survive are those who are best enabled to do so by their group.”(Ashley Montagu, 1965) “We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn.” Peter F. Drucker PEER TEACHING METHODS: Think-pair-share: After posing a question (particularly a complex one), give students five minutes to think about it, perhaps even jot down some notes, after which you have them partner up for a quick discussion about what they think and why. After giving ample time for discussion, ask partners to share their insights with the entire class. This strategy is helpful in engaging students in a more meaningful way. Think-pair-share provides time to think about the answer to a question or problem and time to discuss it with a group, before proposing an answer or solution to the entire class. Regardless of whether the result ends up being shared in the larger class discussion, the process often leads to more thorough, deeper thinking on the part of each student. Peer Instruction using Clickers: One well-researched peer instruction model (see, for example, Simon et. al, 2010) involves both individual and group work. Students are assigned a reading prior to class and then quizzed on one or two of the more difficult or complex items using Clickers to submit their answers. Students then form groups, discuss the quiz question, and re-submit a group answer. Instructors can then instantaneously see where clarification is needed based on what the groups struggled with, or when they overwhelmingly chose an incorrect answer. Reciprocal peer tutoring: Give students time in class to pair up in an in-class tutor/tutee relationship—taking turns between being the tutor and the tutee. They will benefit in two ways: 1) from explaining their own personal understanding of the material to another and, 2) from hearing the other explain, from their understanding or viewpoint, the same material. In this model, students spend time summarizing information, assessing the work or ideas of a peer, and explaining rationales—all meaningful activities that promote critical thinking and long-term retention of information. This type of peer instruction is associated with the promotion of critical thinking skills as well as understanding of complex scientific concepts (Griffin & Griffin, 1997; Goto & Schneider, 2010). KWWSZZZLMHOOKFRP 9ROXPH,,,,VVXH,0DUFK,661 Use undergraduate teaching assistants: Recruit students who have performed well in a previous semester to serve as teaching assistants in the next. If your department offers credit for Supervised College Teaching—many of them do—offer one or two as compensation. Research shows that students gain the most out of a study or discussion group when that group stays on task. Having undergraduate TAs roaming the lecture hall randomly participating in small group discussions, or leading study groups outside of class, helps ensure more time spent on task. In addition, it makes more people available from whom individual students may turn for assistance. (Fingerson & Culley, 2001). RATIONALE: “All differences in this world are of degree, and not of kind, because oneness is the secret of everything.” Swami Vivekananda Students who work in groups perform better on tests, particularly in regard to reasoning and critical thinking skills (Lord, 2001). Having students work with each other is an effective methodology because it forces students to be active learners and to talk through course concepts in their own words. There are many variations on how peer teaching can be used to enhance learning in the classroom. For helping students understand what studying in the course means and how they can attain better academic success, to help students who seek advice on how to do better, after having poor performance on the first exam in the course. “The true aim of everyone who aspires to be a teacher should be, not to impart his own opinions, but to kindle minds.” Frederick W. Robertson OBJECTIVES OF THE STUDY: I) To make the teaching-learning process more interesting and effective. II) To make the teaching-learning an activity centered activity. III) To ensure the active participation of the students in the teaching-learning process. IV) To develop the qualities of team work, co-operation and leadership among the students. PRINCIPLES FOR INNOVATIONS IN TEACHING PRACTICE THROUGH PEER GROUP CO-OPERATION INCLUDE: 1. Principle of selection of content - what is to be taught KWWSZZZLMHOOKFRP 9ROXPH,,,,VVXH,0DUFK,661 2. Principle of development of a teaching strategy - how it is to be taught. 3. Principle of making of decisions about sequence. 4. Principles on which to diagnose the strengths and weaknesses of individual students PROCEDURE: To meet the daily challenges for improving teaching and learning in the classrooms the investigator taught the students using ‘Innovation of teaching learning – peer group co-operation’ through following steps:Step1) Taught the lesson to the whole class of fifty students each of the class VI,VII and VIII. Step2) Evaluated their understanding about the lesson taught, in oral and written form as per requirement on ten point scale. Step3) Ten students secured higher grades/marks. Selected the students with higher grades or marks in the lesson taught. Step4) Divided the remaining students of the class into small groups of five students each. Step5) Selected the group leaders for each of the groups out of the higher achievers. Step6) Let the group leader taught the same lesson to the group assigned to him/her. Step7) Re- evaluated the learning of the students of the whole class by means of oral and written test. MAJOR FINDINGS OF INNOVATIONS IN TEACHING – PEER GROUP COOPERATION: Achievement of students before Peer-Group Teaching Learning Process: Class Total Number of Students Number number with High grades or Students of marks of %age of with High grades or Low grades or KWWSZZZLMHOOKFRP Students with marks 9ROXPH,,,,VVXH,0DUFK,661 Students marks in sample VI 50 12 38 24% VII 50 14 36 28% VIII 50 17 33 34% Achievement of students after Peer-Group Teaching Learning Process: Class Number of Students Number of %age of Students number of with High grades or Students with with High grades Total Students in marks Low grades or or marks sample marks VI 50 34 16 68% VII 50 38 12 76% VII 50 35 15 70% Increase in Students’ achievement: Class %age of Students with %age of Students %age increase in High grades or marks with High grades or students’ achievement before Teaching Peer-Group marks after Learning Group Peer- through Teaching Teaching Process Learning Process Process VI 24% 68% 44% VII 28% 76% 48% VII 34% 70% 36% KWWSZZZLMHOOKFRP Peer-Group Learning 9ROXPH,,,,VVXH,0DUFK,661 Ɣlearning of the students improved. ƔNumber of the higher achievers increased. ƔIndividual attention of the students is possible. ƔQuality of leadership is developed in the students when teach to the peer groups as higher achievers ƔQuality of team work is developed in the students. ƔDue to same age group of the students, achievers can better explain the lesson to their peer group and the understanding level of the students increased. ƔStudents do not hesitate to ask question or ask to repeat lessons. It results in better understanding. ƔBy teaching the lesson to others; achievers become more efficient and revision of the lesson make them able to understand the subject matter thoroghly. ƔTeacher’s work load decreases and teaching becomes easier. LIMITATIONS: ƒTeacher may become passive and dependent on higher achievers. ƒHigher achievers may become over confident and egoistic in their attitude. ƒIt may result into groups of higher achievers and low achievers in the same class. ƒ It is time consuming. SUGGESTIONS: Teacher should remain active and not be completely dependent upon the higher achievers. Teacher should evaluate the low achievers again and motivate to make equal to the higher achievers. SUITABILITY OF THE INNOVATION: Innovation of teaching through peer group co-operation is suitable for Primary grade and High School students (Grade- I. to Grade-VIII) KWWSZZZLMHOOKFRP 9ROXPH,,,,VVXH,0DUFK,661 References Aitken, A. (2005). Fragile fixings: An exploration of the self-representations of white women teachers in one isolated northern Indigenous community. Doctoral dissertation, University of Ottawa. Aitken, A. (forthcoming). Émotions et significations de l‘identité : comprendre le processus de construction identitaire. In S. Frechette, L. Lafortune & P.A.Doudin (Eds.), Approches affectives et métacognitives. Vers les processus de Teacher identities under construction 21 Sources Cuseo, J.B. (1997). Tips for students when forming learning teams: How to collaborate with peers to improve your academic performance. Cooperative Learning and College Teaching, 7(3), 11-16. Dioso-Henson, L. (2012). The effect of reciprocal peer tutoring and non-reciprocal peer tutoring on The performance of students in college physics. Research In Education, 87(1), 34-49. Fingerson, L. & Culley, A. (2001). Collaborators in teaching and learning: Undergraduate teaching assistants in the classroom. Teaching Sociology, 29(3), 299315. Goto K, & Schneider, J. (2010). Learning through teaching: Challenges and opportunities in facilitating student learning in food science and nutrition by using the interteaching approach. Journal of Food Science Education. 9(1), 31-35. Lord, T. (2001). 101 reasons for using cooperative learning in biology teaching. The American Biology Teacher 63(1),30-38. Simon, B., Kohanfars, M., Lee, J., Tamayo, K, & Cutts, Q. (2010, March). Experience report: peer instruction in introductory computing. Proceedings of the 41st ACM Technical Symposium on Computer Science Education, 341-345. Whitman, N.A. & Fife, J.D. (1988). Peer Teaching: To Teach Is To Learn Twice. ASHEERIC Higher Education Report No. 4. KWWSZZZLMHOOKFRP
© Copyright 2024