The practice/application component is the execution of the prepared lesson plans whereby the intended lessons are actually taught to the students. Depending on the type of lesson that needs to be taught, the application varies…
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Through the process of fun, teamwork and engagement students can learn effortlessly.
This process relates to the respective indicators in each of the module by using specific methodology that achieves the assessment goals. The methods used enable students to describe numerous items (parents, siblings, etch), able to express and identify their emotions as well as of others through games. For example, in the theme of Food and Taste, identification of foods and their taste were done through a ladder game where the class were formed into teams and recall as many adjectives they can about the object presented. In the same manner in the language and communication theme, the class is engaged in a bingo game where they identify facial expressions depending on the description used and concluded with a spinner game whereby they draw a word and express what they feel using that word. There is also a writing activity whereby students are form into teams and help each other use every word they know to describe the word on their
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This type of learning, based on constructivist theory, is thought to benefit the learner in several ways. Recent advances in technology have enabled the creation of virtual environments under which this type of learning can occur. Specifically, social media applications are currently being used to facilitate collaborative learning.
Macaro (1997) is seen to define collaborative learning as a learning process via which the students are normally encouraged to try and achieve a set of common learning goals by ensuring that they try to work together as opposed to them solely relying on their tutor.
1.0 Introduction There are different methods used by learners in their learning process. Some methods involve individual learning while others involve collaborative learning. Each method has its advantages and disadvantages. The outcomes of the learning process determine the effectiveness of the method used in learning.
Collaborative learning environment is characterised by such features as intentional design, meaningful learning, and co-labouring. The essence of the philosophical assumptions underlying collaborative learning is perfectly summarized by Matthews (1996): “Collaborative learning occurs when students and faculty work together to create knowledge…
This is a pretty interesting mix as it takes into account the important ingredients of learning whilst working alongside each other. Collaborative Learning is indeed comprised of different methodologies and environments under which
lusion of collaboration, computer mediation, and distance education has problematized the very notion of learning and called into question existing assumptions about how to study or learn it. Collaborative learning has an intricate relationship to established fields, evolves in