Introduction
Despite the numerous learning strategies adopted in schools, cooperative learning has been identified as the most efficient. This strategy of instruction and learning has been adequately adopted in many academic institution as well as corporate institutions for educating people.
The advantages of this learning process are extensive. It has been observed that cooperative learning gives students the opportunity to acquire academic, social and cognitive skills in an efficient and effective manner. Cooperative learning has been identified to be highly advantageous in the sense that it helps students to solve problems together as well as solution to conflicting ideas.
Individual weaknesses and difference in learning process can be adequately countered through the adoption of cooperative learning thus making it an efficient learning strategy. There are various cooperative learning models which can be efficiently adopted by the teacher for instruction.
Some of the main cooperative learning models include; the Graffiti model, the jigsaw model, the academic controversy model and the student teams-achievement division (STAD) model. Despite the numerous efficiencies of each of the cooperative learning models, each is endowed with varied characteristics. This essay will compare and contrast the above highlighted cooperative learning models.
The four cooperative learning models including the; Graffiti model, the academic controversy model, the jigsaw model, and the student teams-achievement division (STAD) model have a high sense of commonness. An analysis of the four models of cooperative learning indicates that each of the models is aimed at ensuring integration of students’ ideas in the classroom. The concept of working together as a group in the classroom is explicitly demonstrated by each of the model.
This aspect depicts the similarities of the models in enhancing supportive cooperative learning. In the case of graffiti model, students are offered a chance to work in groups on previously identified topics and questions. This helps students to share individual and group knowledge on the topic. This scenario is also depicted in the jigsaw model whereby students are divided into groups and each member assigned with some piece of information.
This individual information is integrated together with those of other members thus making it possible to realise the class objectives collectively. In the case of academic controversy model, students are offered adequate freedom to express their understanding on a certain topic.
This creates an open forum for debate, discussion and conflict of ideas thus leading to sharing of information. On the other hand, the student teams-achievement division (STaD) model also replicates the other models in the sense that it is based on team learning. Students are in this case divided in teams of about five and assigned with specific topics for discussion after which they present to the whole class.
On the contrary, the various cooperative learning models have demonstrated significant differences. This is based on the nature of the teams adopted in instruction as well as distribution of materials or information to be discussed. In the graffiti model, students are required to discuss in groups previously identified topics.
Each group is supposed to make summaries on all class’s responses. A special aspect of this model is that it ensures face-to-face interactions and positive interdependence among the students. This is in contrast to jigsaw model whereby students are offered with different materials to discuss and share with their colleagues.
Academic controversy model on the other hand entails open discussion among students, whereby they share their knowledge and experiences on a certain question or topic. In the case of student teams-academic division (STaD) model, students study in groups. These are heterogeneous and representative groups of the entire class. After the group discussions, the information or results of each groups is discussed to the whole class.
Conclusion
In summation, it has been clearly evident that cooperative learning is one of the most effective learning strategies. This form of learning ensures smooth integration of student’s knowledge in the classroom. Student gain a lot of experience and knowledge on social, cognitive and academic skills.
The concept of group work is embraced in cooperative learning whereby students are able to solve problems together. The different cooperative learning models have demonstrated a high sense of similarities in terms of group discussion and collaborative learning. On the contrary, the mode of execution of each model is different this making each model to be distinct.