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Cooperative Learning and Problem-Based Learning solution
Cooperative Learning and Problem-Based Learning
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Facilitating Higher Order Thinking with Cooperative Learning and Problem-Based Learning
Higher Order Thinking (HOT) refers to cognitive processes that require deep understanding, analysis, synthesis, evaluation, and application of knowledge. HOT skills are essential for success in the 21st-century workforce and are a critical part of higher education. However, traditional teaching methods that focus on rote memorization and lower-level cognitive skills may not adequately prepare students for the demands of the modern workplace. Cooperative Learning (CL) and Problem-Based Learning (PBL) are two instructional strategies that can facilitate HOT skills development.
Cooperative Learning (CL) is an instructional approach in which students work in small groups to achieve shared learning goals. In CL, students work collaboratively to complete a task or solve a problem, using their individual strengths to contribute to the group’s success. This approach has been shown to improve academic performance, increase student engagement, and enhance social skills. Moreover, CL can promote HOT skills development, as students engage in critical thinking, analysis, and evaluation of ideas through group discussion and collaboration.
CL can be implemented in a variety of ways, depending on the instructor’s goals and the subject matter. One popular CL approach is Jigsaw, in which students are divided into expert groups, where each group learns about a specific aspect of a larger topic. Then, students from different expert groups are reorganized into new groups that include members from each expert group. In these new groups, students share their knowledge and synthesize information to complete a task or solve a problem related to the larger topic. This approach encourages students to develop HOT skills such as analysis, synthesis, and evaluation, as they must use their knowledge to construct a coherent understanding of the topic.
Problem-Based Learning (PBL) is an instructional approach in which students learn by actively solving real-world problems. In PBL, students work in small groups to identify problems, develop solutions, and evaluate the effectiveness of their solutions. This approach has been shown to improve student engagement, increase critical thinking skills, and promote deep understanding of subject matter. Moreover, PBL can facilitate HOT skills development, as students engage in problem-solving, analysis, and evaluation of their solutions.
PBL can be implemented in a variety of ways, depending on the instructor’s goals and the subject matter. One popular PBL approach is the 7-step model, which includes the following steps: (1) identifying the problem, (2) clarifying the problem, (3) generating hypotheses, (4) collecting data, (5) analyzing data, (6) developing a solution, and (7) evaluating the solution. This approach encourages students to develop HOT skills such as analysis, synthesis, and evaluation, as they must use their knowledge to construct a coherent understanding of the problem and develop effective solutions.
In conclusion, both Cooperative Learning (CL) and Problem-Based Learning (PBL) are instructional strategies that can facilitate HOT skills development. CL and PBL promote critical thinking, analysis, synthesis, and evaluation, which are essential skills for success in the 21st-century workforce. Moreover, these approaches promote collaboration, communication, and social skills, which are also critical for success in the modern workplace. Therefore, educators should consider incorporating CL and PBL into their instructional practices to prepare students for the demands of the future workforce.
Cooperative Learning and Problem-Based Learning
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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