Provides students with opportunities to: investigate, analyse and evaluate the teaching strategy of Cooperative Learning in the classroom environment and compare and contrast the theories surrounding Whole Brain Thinking. Students will develop a Thinking Platform based on the combining these two strategies to provide a challenging and productive classroom learning environment. They will also develop a good understanding of using cooperative assessment strategies as an authentic classroom strategy.
This unit will examine the cooperative learning principles of positive interdependence, simultaneous interaction, equity and individual accountability, as the factors distinguishing cooperative learning from group work. The impact of whole brain thinking theories will be investigated and practical structures will be analysed according to their effectiveness in meeting the needs of all students in regard to team building, communication skills, information sharing, thinking skills and social skills. Students will research and explain these structures and determine appropriate application and implementation techniques as well as considering their potential for assessment.
- Cooperative learning - define and compare learning theories.
- Whole brain thinking theories - define and compare learning theories.
- Cooperative learning structures - creating an environment for cooperative learning.
- Assessment for affective and cognitive outcomes in the cooperative learning classroom.
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||demonstrate knowledge of the principles underpinning the theory and the key elements of cooperative learning skills and whole brain thinking||Intellectual rigour||Creativity||Communication and social skills|
|2||engage with technology (wikis) to practise and develop cooperative skills through working within a group to research, synthesise and evaluate findings related to the strengths and weaknesses of cooperative learning and whole brain thinking||Intellectual rigour||Creativity||Communication and social skills|
|3||consider and discuss the differences between learning theories and the structures that will create and develop a classroom environment in which cooperative practices enhance learning||Intellectual rigour||Creativity||Communication and social skills|
|4||analyse cooperative interaction patterns and their cognitive and affective outcomes in order to plan and teach for a purpose, using cooperative learning to manage communication, thinking and social skills development||Intellectual rigour||Creativity||Communication and social skills|
|5||explain the relationship between cooperative learning and those practices of assessment and reporting including peer assessment.||Intellectual rigour||Creativity||Communication and social skills|
- Bellanca, J & Fogarty, R, 2003, Blueprints for the cooperative classroom, 3rd edn, Corwin Press, Thousand Oaks, California. ISBN: 1-57517-548-7.
Teaching and assessment
|Structured online learning NA (Self paced)|
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.