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How Cooperative Learning and Problem-Based Learning Enhance Student Achievement solution
How Cooperative Learning and Problem-Based Learning Enhance Student Achievement
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
How Cooperative Learning and Problem-Based Learning Enhance Student Achievement
Cooperative learning and problem-based learning are two instructional strategies that have been shown to enhance student achievement in a variety of settings. In this article, we will discuss how these strategies work and their impact on student learning outcomes.
Cooperative learning is an instructional strategy in which students work together in small groups to achieve a common goal or complete a task. The groups are typically heterogeneous in terms of academic ability, gender, ethnicity, and other characteristics. Each student is responsible for their own learning and the learning of their peers. This strategy promotes social skills, communication, and teamwork among students. It also encourages higher levels of thinking and problem-solving by allowing students to share ideas and perspectives. Cooperative learning has been found to have a positive impact on academic achievement, motivation, and social skills.
One of the ways cooperative learning enhances student achievement is through its ability to improve student engagement. Students who are engaged in the learning process are more likely to be motivated to learn and to retain the information they have learned. Cooperative learning encourages students to participate actively in the learning process and to take responsibility for their own learning. This engagement helps to create a positive learning environment where students feel supported and encouraged to succeed.
Another way that cooperative learning enhances student achievement is through its ability to improve student learning outcomes. By working together in groups, students are exposed to a variety of perspectives and ideas. This exposure allows them to think critically and creatively about the information they are learning. Additionally, working in groups helps students to develop their communication and social skills, which are essential for success in both academic and professional settings.
Problem-based learning is another instructional strategy that has been shown to enhance student achievement. This strategy involves presenting students with a real-world problem or scenario that they must solve using the knowledge and skills they have learned. Students work in small groups to develop a solution to the problem, using critical thinking and problem-solving skills to identify the best approach. Problem-based learning promotes higher levels of thinking and problem-solving skills by requiring students to apply their knowledge in a practical context. It has been found to have a positive impact on student motivation, engagement, and achievement.
One of the ways problem-based learning enhances student achievement is through its ability to promote deeper levels of learning. Rather than simply memorizing facts and figures, students are required to apply their knowledge in a real-world context. This application helps them to understand the relevance and importance of what they are learning. Additionally, problem-based learning promotes higher levels of thinking by requiring students to think critically and creatively about the information they are learning.
Another way that problem-based learning enhances student achievement is through its ability to improve student motivation. By presenting students with a real-world problem or scenario, problem-based learning creates a sense of purpose and relevance in the learning process. This sense of purpose helps to motivate students to engage actively in the learning process and to work diligently to find a solution to the problem.
In conclusion, cooperative learning and problem-based learning are two instructional strategies that have been shown to enhance student achievement in a variety of settings. These strategies promote higher levels of thinking, problem-solving skills, and student engagement. They also encourage the development of communication and social skills, which are essential for success in both academic and professional settings. By incorporating these strategies into the classroom, educators can help to create a positive and engaging learning environment that supports student success.
How Cooperative Learning and Problem-Based Learning Enhance Student Achievement
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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