‘Learning with others enables us to educate ourselves more than studying alone.' Collaborative learning involves different perspectives and allows individuals to push each other to various limits to gain their full potential. Making it an essential way of learning which enables students to learn more together rather than alone. During the semester each student was placed in a de-briefing group in which we were then posed with a presentation. Learning together enabled us to create an informative and fruitful presentation; it was through our different perceptions. ( Grieller & Georke 2010) Discuss the multi- step process to gain a great learning experience. They emphasise the importance of listening, feedback, small talk and negotiation all in which these interpersonal skills create a stable learning environment when working together rather than alone. ‘The most significant component that turns you into a good (or not-so-reliable) hearing a small team is your body language or nontalkative language - your eye contact, gestures, posture with the orator and facial appearances. ’ Although working together enables us to learn more than studying alone there are certain respects you need to show to your fellow team members to gain a great learning experience that will let you explore your full potential. When engaging with my fellow team members learning together was earned through mutual respect for each other’s understanding and perceptions this was through negotiation. (Grieller & Georke 2010) Suggest “that some transaction or bargaining takes place, and that the two or more people involved are equally compelling, or at least have something to offer each other. We do not use the term negotiation for a situation in which one person has power over the other.” When working together, the talk was vital to gain a successful learning outcome, although our opinions would sometimes clash we would have to treat everyone with individual respect. According to (Adetoro, 2015), a research study was conducted in Nigeria; it was learned that the most comprehensive collaborative learning approaches that have been discovered to have stimulated greater accomplishment among scholars are Learning Together and constructive debate. According to (Terrion,2012), LT generated the most significant influences of between 0.82. It was consequently suggested that collaborative studying strategies (mainly learning together and positive debate) should always be joined with the traditional method for instructing reconciliation education feature of social studies”. Once again emphasising that learning with others allows us to find out more than studying alone.
Peer mentoring was another form of education in which we had to contribute in this semester, According to (Christie 2014) “the past three decades we have seen the emergence of new perspectives on learning, and it is widely recognised that learning is a social, as opposed to an individual, process. Rather than being about acquiring sequential cognitive learning is a situated process where the dispositions and self-knowledge that are crucial to success are grounded in the particular institutional environments, where students come and know and understand through ongoing processes of participation and engagement (Townsend,Delves,Kidd,& Figg,2011). This perspective points to a range of social practices through which students are supported to become successful learners such as peer learning, active and problem-based learning, and student mentoring”. Learning together is essential as it provides different perspectives when working with my mentee this semester I was confronted with various ideologies and understanding as we are both from different cultures and religious backgrounds. Working together allowed us both to gain cultural competence and knowledge about each other’s beliefs and social understandings. It not only enabled us to create a successful mentee ship but made it possible to get a great friendship overall.
Another method of learning applied during the semester was by using tutorials.Tutorial teaching is an outstanding feature of the literary experience that the university gives its students. Despite an extensive assortment of tutors’ methods to tutorials, there are respective components that add to this distinctiveness, and these comprise of scholars meeting personally or in small groupings, with an instructor from their speciality in their university, usually weekly or once a fortnight.Learners are spending time individualistically perusing and arranging scripted work for the lesson (i.e. self- focused studying) (Terrion,2012). While scholar study periods differs extensively, it was reported that a median of 13 hours of free study for each tutorial.Students are deliberating their pinned job with the instructor, thus improving their verbal communiquéabilities and providing them with an opening to have constant criticism (i.e. formative evaluation) from their lecturers (Townsend,Delves,Kidd,& Figg,2011).Tutorials are usually meant first to assist students to get an innate perception of the topic in their speciality, holding discussions while in tutorials supports learners to realise the importance and insinuations of their wisdom, so they may utilise what they have studied in further situations; learners must also acquire a wholesome scepticism on the information. It also makes it possible for scholars to learn how to reason, for example, to amalgamate different sources, to articulate a proposal and defend it, to foresee critiques of their cases, and to reply to challenges and questions, reasoning 'on one’s feet' – in the tutorial situation.Develop learners’ basic learning abilities (e.g. evaluation and identification of relevant sources, efficient communication both writing and verbally, adequate time- administration, analytical self-evaluation) (Christie 2014). It also allows learners to follow their personal, academic concentrations in the framework of their speciality. Then it can develop student's capability to act and reason as an expert in their field, like a mathematician, classist, scientist, historian, somewhat like a pupil completing a syllabus in those areas of speciality (Rao,Chanock,& Krishnan,2007).Whether teaching in a tutorial, seminar or a problem-based lecture or setting learners and continuing group assignment over an interval of some weeks, the small group instruction setting gives one the chance to give and receive immediate comment. It permits more hands-on duties to allow the scholastic learning occurrence and provides you with the opportunity to inspire and develop student assurance. Students profit from the small group setting by a much- appreciated interaction with you on a more personal level in the larger situation of the academic society. Tutorial and seminar periods permit scholars to converge with small cliques of peers or concentrate on the likely use of their findings in problem-based sessions and project jobs (Kolb,2015). This setting allows you to customise your instruction centred on the instant responses of your learners. You may more willingly endure you comprehend particular student requirements and needs.Small group instruction permits the free education experience to approach to the front of the lesson. It also aids scholars to build communication capabilities by group exhibitions, participation in class and other jobs. This method was applied when we were being instructed in class as students in our groups approached the lecturer and organised regular sessions for the group to be told on some tutorials for the class. It ensured that the team members had a full understanding of the subject matter they are on (Rao,Chanock,& Krishnan,2007).
The next mode of teaching applied here was by lectures. One way to transform the tempo in your lecture hall is to perform a small group action. But what kind of tiny group can you utilise? It is determined by the capacity of your class, the span of time you have open, the physical characteristics of the lecture hall, and the type of the group activity.There are different types of groups that can be applied in lectures so as to make it interesting for both the lecturer and students. The first being buzz groups, which involves students participating in little, casual deliberation, often in answer to a particular sentence sample or query. At a median interval in the class, have learners turn to 1-3 neighbours to debate any challenges in perception, answer a prepared inquiry, describe or give instances of key ideas, or contemplate on what will occur next in the lecture. The best deliberations are one's in which pupils make decisions concerning the similar qualities, significance, or practicality of any part of the conference(Christie 2014). Then there are jigsaw groups which area policy that involves scholars being “experts” on one part of a subject, then giving out their knowledge with others. Then there is the fishbowl; this technique involves one group watching another team as they tackle a given task. Learning teams is also another one which is where learners are split into groups at the commencing of the semester. When you want to integrate small group debate or collaboration into your lecture, you guide the learners to get into these term-long studying groups. Finally is the think-pair-share grouping, this approach has three steps. First, scholars think personally about a specific query or situation. Then they group up to deliberate and evaluate their opinions. Lastly, they are offered the opportunity to share their impressions in a large class analysis. It was also applied by the lecturer this semester, and thus the instructor was able to make the class fun and exciting. By taking this on, we had the ability to learn in groups through various means and at the same time benefiting significantly (Wilson,& Conyers,2013).
Adetoro, R. (2015). Effects of Learning together, constructive controversy in students' acquisition of knowledge and skiLLs in peace education aspect of social studies. European Researcher, 93(4), 325-330.
Christie, H. (2014). Peer Mentoring in Higher Education: Issues of Power and Control. Teaching in Higher Education, 19(8), 955-965.
Grellier, J., & Goerke, V. (2010). Intercultural Communication. Communication Skills Toolkit: Unlocking the Secrets of Tertiary Success (pp. 196-207). South Melbourne: Cengage Learning.
Kolb, D.A. (2015). The foundations of contemporary approaches to Experiential Learning. Experiential Learning: experience as the source of learning and development (2nd ed., pp 1-30). New Jersey, USA: Pearson Education Inc.
Rao, V., Chanock, K., & Krishnan, L. (2007). Structure (Ch 6) & Academic Style (Ch 7) A visual guide to essay writing: how to develop and communicate academic argument. (pp. 51-81). Sydney: Association for Academic Language and Learning (AALL)
Terrion, J.T. (2012). Student Peer Mentors as a Navigational Resource in Higher Education. In S.J. Fletcher & C.A. Mullen (Ed). The SAGE Handbook of Mentoring and Coaching in Education. (pp. 386-396). London: SAGE Publications.
Townsend, R. A. Delves, M., Kidd, T. & Figg, B. (2011). Undergraduate Student Peer Mentoring in a Multifaculty, Multi-campus University Context. Journal of Peer Learning, 4, 37-4
Wilson, D., & Conyers, M. (2013). Metacognition as a path to becoming functionally smarter Five big ideas for effective teaching: connecting mind, brain, and education research to classroom practice (pp. 110-139). Columbia University, USA: Teachers' College PressSmith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom?based practices. Journal of engineering education, 94(1), 87-101.
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