Primary Assessment for Learning - Collaborative Learning – Literature review Example

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The paper “ Primary Assessment for Learning - Collaborative Learning” is an impressive variant of a literature review on education. The principles of collaborative learning and motivation have been widely used in education for its positive impacts like facilitation of critical thinking, performance as well as retention abilities (Antil, Jenkins and Watkins, 1998). As indicated in this review, there is ample evidence that cognitive skills can be improved through student group interaction and how the pupils assume their social learning role in a learning environment (Wigfield, Eccles, and Rodrigues, 1998). Apart from small groups, teachers also employ the use of mixed ability tables in the Collaborative strategies which enhances students their morale.

The pupils perform their respective tasks/assignments with minimal direct intrusion by their instructors/teachers. The students are well motivated and are accomplishing their tasks in the way they think best, with individual accountability as well as positive inter-dependence in their collaboration. A further review of the video segment linked to the Action Research project in Park Lane Primary is presented. Collaboration and motivationCollaborative learning is the method of involving students to work in small groups cooperatively and be able to apply the basic learning strategies (Jafre, Abidin and Riswanto, 2012: 192).

It can also be defined as the bringing together and pairing of learners in order to achieve or realize an academic aim through interaction with other students while discussing cooperating on tasks among other things In simple terms, motivation refers to the general interest and enthusiasm which can be generated by topics or sometimes by students themselves as they find out more on the topic, knowledge of, or views associated with the topics under study.

In addition, motivation can be established following the principle of differentiation in the pupil's learning process and development and is dependent on the students (Wigfield, Eccles, and Rodrigues, 1998). The element of motivation in collaborative learning is associated with various benefits including the development of cognitive processes in the process of learning since it is attributed to storing information the long-term memory, recognitions well s retrieval. In addition, Motivation is believed to impacts significantly on either the nature or type of learning activities number of ways including balancing of the students’ input into appropriate proportion to the level of complexity of the given assignment or tasks.

It also affects the use of learning methods thus encouraging them to not only learn but also achieve their desired objectives successfully. Overview of the segmentThe Action Research project in Park Lane Primary is all about examining the effectiveness of the different collaborative learning strategies aimed at encouraging self-esteem, progress as well as increasing their overall involvement or participation in their learning. An illustration by Teacher Pippa McGeoch in reference to Year 6 class gives encouraging outcomes of the various learning styles employed.

For instance, learners are well motivated as their work together with their counterparts at different mixed ability tables. Also, in a math class, students are able to apply various choices of success criteria to understand co-ordination and differentiation concepts. Through the various methods, students are accommodated in the planning process hence they feel some sense of ownership of whatever they learn. More learning has been encouraged through the Jigsaw methods where they conduct research on various subjects or topics and teach others.

Students writing skills are also enhanced.      


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