Collaborative learning method is a type of group methods of active learning based on the organizational communication in the course of solving of professional tasks. Collaborative learning methods can be presented in the shape of “Socratic conversation”, group discussion or “a round table”, “brain storming”, analysis of a definite situation, incident, etc.
Collaborative learning community is very important for a learning process. The dynamics of formation of joint activity of a teacher and pupils distinguishes singles out two phases, including five forms, depicted in the concept map. These phases are distinguished in the formation of educational cooperation of school students with teachers. The mastering of the collaborative learning is called partnership. The equal partnership in this model of joint activity of pupils and a teacher grows out of its development and formation. Thus, the older the school students are, the faster they can achieve an equal partnership.
Reflection-in-action is the process directed at self. It includes the understanding of personal thoughts, feelings and motives. The depth of the reflection and self-analysis depends on the intelligence degree of a person, development of his moral feelings and the degree of self-control. Reflection emphasizes and determines the action in the learning process.
Digital reading enjoyment will increase due to the fact that the digital textbooks will become more and more interactive creating a much more engaging learning experience. A digital textbook is a computer, pedagogical software aimed, first of all, at presentation of new information for the individual and individualized training to reading and allowing testing of the received knowledge and abilities of students.
There are several styles of learning. They include:
visual;
acoustical;
linguistic;
physical;
logical;
social;
interpersonal.
References
Frey, L. R. (Ed.). (1994). Group Communication in Context: Studies of Natural Groups. Hillsdale, NJ: Lawrence Erlbaum Associates.
Liu, Ziming. (2005). “Reading behavior in the digital environment. Changes in reading behavior over the past ten years. School of Library and Information Science, San Jose State University, San Jose, California, USA.
Prislin, R., Jordan, J. A., Worchel, S., Semmer, F. T., & Shebilske, W. L. (1996). Effect of Group Discussion on Acquisition of Complex Skills. Human Factors, 38(3), 404+.
Rose, David, Dalton, Bridget. (2009). “Learning to Read in a Digital Age”. International Mind, Brain, and Education Society and Blackwell Publishing, Inc. Vol. 3.№ 2
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MAED CAPSTONE
Processing;
Constructing;
Making sense of ideas;
Differentiated instructions
Operations necessary for salvation of the learning tasks;
Coordination of the collaborative learning;
Initiation of collaborative learning
Reproductive learning style;
Creative learning style;
Emotive-valuable style;
Emotive-improvisatory style;
Emotive-methodical style;
Discursive-improvisatory style;
Discursive-methodical style.
Learning styles/teaching styles
Differentiated Instructional Resources
Network educational resources
Multimedia books
Digital books
On-line resources
Learning Activity
Thinking;
Communication;
Self-consciousness.
Reflection-in-Action
Developing aspects of collaborative learning
Activities divided between a teacher and pupils
Imitating activities of pupils
Self-organized activities of pupils
Self-regulated activities of pupils
Phase of collaborative learning of pupils and a teacher
Phase of inclusion into activity
Collaborative …