Explanation:
Think about the way you prefer to learn. Do you like to bounce ideas off other people and engage in conversation and debate, or do you prefer to learn by yourself and seek help only when needed?
Our students need to be engaged in learning in a variety of ways, but collaborative learning has been identified as a necessary skill for success in the 21st century and also an essential component of deep learning.
Cooperative learning involves students working together to accomplish shared goals, and it is this sense of interdependence that motivate group members to help and support each other. When students work cooperatively they learn to listen to what others have to say, give and receive help, reconcile differences, and resolve problems democratically.
However, placing students in small groups and telling them to work together does not guarantee that they will work cooperatively. Groups need to be structured to ensure that members will work interdependently if they are to reap the academic and social benefits widely attributed to this approach to learning.
The role the teacher plays in establishing cooperative learning in the classroom is critically important for its success. This involves being aware of how to structure cooperative learning in groups, including their size and composition the type of task set; expectations for student behavior; individual and group responsibilities; and the teacher’s role in monitoring both the process and the outcomes of the group experience.
l 1997). First, because students perceive that their success or failure is dependent upon their ability to work together as a group, students are likely to encourage each other to do whatever helps the group succeed. They are also more likely to help each other with the task(s) at hand. Therefore, cooperative learning increases student motivation to do academic work (Johnson, Johnson, & Holubec, 1986).
The other theory is that cooperative learning helps students acquire critical thinking skills. Because cooperative learning creates a situation in which students must explain and discuss various perspectives, a greater understanding of the material is obtained. Elaborative thinking is promoted because students give and receive explanations more often (Johnson, Johnson, & Holubec, 1986).
![\int\limits^{\sqrt[3]{\pi}}_0 {x sin(x^3)} \, dx =0.61157809233184](https://tex.z-dn.net/?f=%20%5Cint%5Climits%5E%7B%5Csqrt%5B3%5D%7B%5Cpi%7D%7D_0%20%7Bx%20sin%28x%5E3%29%7D%20%5C%2C%20dx%20%3D0.61157809233184)
![\int\limits^m_0 {mx-x^2} \, dx =[\frac{mx^2}{2}-\frac{x^3}{3}]^m_0](https://tex.z-dn.net/?f=%20%5Cint%5Climits%5Em_0%20%7Bmx-x%5E2%7D%20%5C%2C%20dx%20%3D%5B%5Cfrac%7Bmx%5E2%7D%7B2%7D-%5Cfrac%7Bx%5E3%7D%7B3%7D%5D%5Em_0)
