a) Interpersonal Relationships and Acceptance of Differences:
Cooperative learning improves pupil-pupil relations in the class as pupils work together. It also create & acceptance of disadvantaged learners by others. This produces motivation in learning. One of the most important and long-standing education goals in Kenya is promoting constructive relationships and positive attitudes among heterogeneous students. Almost every school district has acceptance of differences as one of its stated goals for Students. Legislation exists that prohibits segregation of any student for educational purposes, unless doing so is absolutely necessary. Ethnic minorities, students with disabilities and females interested in science and math are examples of areas where students should be integrated with a wide variety of peers. Compared to competitive, individualistic and "traditional" instruction, cooperative learning experiences promote more liking among students (Johnson & R. Johnson, 1989a). This is true regardless of differences in ability, gender, disability, ethnicity, social class or task orientation. Students who collaborate in their studies develop considerable commitment to and care for each other no matter what their initial impressions of, and attitudes toward, one another were when they started.
They also like the teacher more and perceive him as being more supportive and accepting academically and personally.
It is when students with disabilities are liked, accepted and taken on as friends that inclusion becomes a .positive influence on the lives of learners without ability disabilities. It is learners without disabilities who provide those with disabilities entry into the experiences o f their groups, such as going to dances, taking buses, to movies, slapping, knowing what is "cool" and what is not, and dating Constructive peer relationships are not only an absolute necessity for maximal achievement and healthy social and cognitive develop they may be the primary relationship within which development and socialization take place. Students with disabilities are in special need of access to peers who are highly motivated and who behave appropriately. Putting, students with disabilities in a corner of tile classroom and giving them individualistic learning experiences is not effective inclusion.
As Kenyan schools move closer to the goal of providing education for all children within inclusive classrooms and schools, more attention and energy is being devoted to developing pedagogical approaches appropriate to heterogeneous classrooms. It has become obvious that physical inclusion of students with disabilities in the classroom is insufficient to ensure they will develop meaningful relationships with others. Teachers must structure the educational and social environment so that students develop the skills and attitudes required to interact across perceived differences and disabilities. The realization that complete individualization is not a practical or even desirable solution to meeting the diverse needs of children within a single classroom has led many inclusion advocates to promote cooperative learning as the pedagogy of choice.
b) Accuracy of Perspective Taking:
Social perspective taking is the ability to understand how a situation appears to another person and how that person is reacting cognitively and emotionally to the situation. Cooperative learning experiences tend to promote greater cognitive and affective perspective taking than do competitive or individualistic learning experiences (Johnson & R. Johnson, 1989a). It is more effective in intellectual and skill development.
Cooperative learning promotes creative thinking by increasing the number of ideas and their quality, enhancing feelings of stimulation and enjoyment, and promoting originality of expression in creative problem solving (Bahn, 1;964): It is not surprising that students are "triggered" by the ideas of others and that different perspectives cause group member to consider` a larger number of alternatives. The cooperative relationship also provides a context for considering and appreciating the ideas of other group members rather than ignoring them (individualistic) or trying to come up with a better one (competition).
c) Self-Esteem:
Cooperation produces higher levels of self-esteem than do competition and individualistic efforts (Johnson & R Johnson, 1999a). Having students work together cooperatively is a powerful way for them to learn. It has positive effects on the classroom and school climate. This has been verified by teachers from preschool to graduate school. However, the importance of emphasizing cooperative learning in classrooms goes beyond achievement, positive relationships and psychological health. The ability of all students to learn to work cooperatively with others also impacts society. It is the keystone to building and maintaining stable marriages, families, careers and friendships. In cooperative learning, there are no rejecters or isolates since group work is generally constant.
The learning focus shifts from the teacher to the student.
d) Cooperative Learning Facilitates Teaching Meaningful Content:
Including a child with a significant disability in an activity and structuring that activity cooperatively gives teachers an opportunity (and sometimes forces them) to examine the curriculum critically and un-leash their creative pedagogical and curricular inventiveness. Combining a commitment to inclusion with an orientation towards cooperative learning can catalyses careful thinking about the following questions: what is really important for students to learn? How can I make learning meaningful and functional for all students? One of the unexpected but welcome benefits of including children with specific behavioral and educational challenges in the classroom is that teachers are encouraged to rethink previous beliefs and practices related to the curriculum and pedagogy. Teachers who depart from text-based question-and-answer approaches to teaching so as to accommodate students who require more active involvement in the curriculum are generally pleased to find that such an orientation benefits all students.
Important skills such as critical thinking, creative problem solving and the synthesis of knowledge can easily be accomplished through cooperative group activities. The other merit of cooperative learning is that it tends to help in establishing pro academic, or pro school peer norms since everyone is encouraged rather than discouraged in the learning process. Success belongs to all. The locus of class control is shifted from the teacher to the learner, leading to higher performance.
However, some educators have challenged the use of cooperative learning. They point out that gifted students become permanent tutors and are resentful of having o work with students of differing abilities (Matthews, 1992). It has not been argued that, having an inclusive classroom nor does implementing cooperative learning guarantee that the curriculum will be creative or meaningful. Teachers who feel constrained by or limited to a fixed curriculum or set of materials often try to "bend" the child to fit the curriculum. Many of those who teach about and promote cooperative learning are also products of and still work within an, educational system that segregates and tracks students by ability and prepares teachers for this dual system. Therefore, they may still identify themselves as "regular education teachers" or "special education teachers."
In conclusion, it is obvious that working together to achieve a common goal produces higher achievement and greater productivity among students than does working alone. Building a cooperative, inclusive classroom community can be the framework within which other teaching strategies and practices are woven. If thoughtfully implemented, cooperative learning disrupts typical hierarchies of who is "smart" and' who is not and allows all students to work together; each experiencing the role of teacher and learner.
francis1897 answered the question on August 22, 2022 at 06:08