It is significant to highlight that the nursery program in Singapore is divided into N1 and N2 classes for children aged 2 to 3 years and 3 to 4 years, correspondingly. Thus, teachers in the N2 group aim to provide kids with social skills with their peers in a playful way and learn the alphabet or introduce them to books in this form. This training occurs through the use of cooperative learning strategies, which demonstrates a differential effect for students and teachers. This is due to the fact that they have performed the encouragement of the center but are not sure if it is appropriate to continue using this method. Therefore, it is essential to establish whether cooperative learning strategies should be included in the future curriculum. Accordingly, the question evolves about how teachers can incorporate cooperative learning strategies effectively in classroom activities.
Challenges for Cooperative Learning Implementation: Reports from Elementary School Teachers
The article notes that while the benefits of corporate education have been established, the implementation of these strategies remains a challenge. The relevant goal of the study is to determine these problems based on teachers’ beliefs about learning and the difficulties they report. In this way, it will identify major problematic issues in the application of corporate learning strategies that can be addressed later Buchs et al. (2017) demonstrate that educators are accustomed to applying traditional teaching models. That is, it is instructor observation, collective classroom discussion, information transfer, and individual work.
Hence, the adoption of this learning model is related to the teacher’s belief that education derives from the knowledge gained by the teacher. Research conducted by Buchs et al. (2017) establishes that teachers do not perceive cooperative learning as easy to implement. Statistically, the findings indicate that over 40% introduce it occasionally, and only 33% use it regularly. Therefore, the challenges in implementing cooperative learning strategies are that educators have difficulty finding the time required for collective learning and evaluating learners when applying cooperative education.
At the same time, the authors observe that teachers are increasingly reporting that they are applying the co-corporate strategy less frequently due to a decrease in essential tools for implementing the approach (Buchs et al., 2017). In view of the article, one can conclude that educators misunderstand how to integrate a corporate learning strategy to obtain positive effects. Accordingly, this research confirms the existing challenge and points out specific factors that should be improved.
Face-to-face Promotive Interaction Leading to Successful Cooperative Learning: A Review Study
This article focuses on a review of research conducted from 1995 to 2017. The studies addressed the factors of stimulating face-to-face interaction (FtFPI) that can lead to successful cooperative learning in small groups. The findings confirmed the effectiveness of this way of implementing collaborative learning (Dzemidzic Kristiansen et al., 2019). The evidence was that learners’ interpersonal behaviors, experiences, and active participation in corporate education, communicating, and supporting each other contributed to better memorization. At the same time, implementing this strategy in small groups enabled teachers to maintain interaction among children and have the opportunity to evaluate each one. Although, the authors mention certain limitations and challenges that teachers face (Dzemidzic Kristiansen et al., 2019). Educators need systematic training in order to be successful in corporate instruction that allows them to practice the implementation strategies and choose the most successful ones.
Thus, the article indicates that teachers planning collaborative lessons can use small group divisions or quadrants (groups of 4). In this case, learners are assigned roles in the group in order for them to divide tasks to achieve a common aim. The teacher’s function in this strategy is to provide new information that the children can utilize (Dzemidzic Kristiansen et al., 2019). It is significant to highlight that the advantage of this approach is that kids with different abilities can be placed in the same group to collaborate. This can help children who have challenges with communication or learn to work with kids who are developing quickly. As a consequence, after successful training, children who are behind in their learning will be more successful. Although it should be pointed out that the tutor’s role when using such techniques is crucial because they have to plan and coordinate instruction in detail.
Using Cooperative Learning Strategies to Improve the Student’s Reading Comprehension
This article examines the effectiveness of a cooperative learning strategy. The author conducted a study that evaluated successful reading. Based on his daily experiences and observations, the researcher found that most pupils were lacking in vocabulary. However, the writer pointed out that not using cooperative learning strategies did not provide equal opportunity for kids with varying achievements in learning. Thus, Syakur (2018) suggested group teamwork as an alternative. However, the performance of learning outcomes with this strategy depends on the child’s selection. That is, the author argues that in order to improve the success of education, it is necessary to provide the kid with a choice of who to cooperate with within the group.
Accordingly, children organize themselves into teams based on friendship, familiarity, gender, or other attributes. The objective of the study is to investigate whether this cooperative learning strategy improves children’s reading performance (Syakur, 2018). As a consequence, we found that arranging the pupils in pairs, which they selected, led to a more friendly atmosphere and a faster comprehension rate. At the same time, teachers were able to evaluate the kids’ paired and individual work. Hence, considering the fact that 36 children participated in the study and 18 pairs were created, it was possible to conduct effective group teaching (Syakur, 2018). Therefore, if the total number of children is 14, then seven teams will be formed, which will enable the tutor to pay more attention to the pupils.
Thus, the instructor will have the opportunity to evaluate the children’s reading skills individually and, in comparison, to their peers. Moreover, providing children with the opportunity to form pairs in accordance with their interests will encourage them to be willing to work in a group. As a result, this type of implementation will help the facilitator organize and manage this education method.
Cooperative Learning Application with the Method of “Network Tree Concept Map”
This paper describes a co-corporate learning strategy that is connected to the “Network Tree Concept Map.” However, the author notes that many implementation techniques, such as game challenges, can be used in the learning process. Lestari et al. (2019) indicate that children learn more information in these kinds of play competitions. A feature of this approach is that the idea behind all of these educational activities involves dividing students into heterogeneous groups based on their learning abilities in each case, where they support each other in studying. At the same time, the writers suggest using STAD; this is the simplest form of education, where the teacher provides the material to the students, and they learn it as a group.
Moreover, there is also the possibility of applying Jigsaw II; this is a team effort where some class members are responsible for mastering their part of the material, and others are accountable for explaining the content. Common to these implementation techniques is that pupils are divided into heterogeneous groups, where they play multiple games on the presented learning material (Lestari et al., 2019). Assessments are also provided separately and together, but only team scores are considered the basis for winning and losing.
Comparison of Methods of Implementing Cooperative Learning for Children
Consequently, various ways are available to implement cooperative learning strategies effectively in classroom activities. Buchs et al. (2017) argue that the benefits of applying this technique to children’s learning have been proven, but there are some challenges with implementation in education. Since teacher M has only two years of experience educating kids and only one year in grade N2, it requires supplemental training in using cooperative learning strategies. In this way, with additional knowledge, the teacher will have the opportunity to pay attention to each child and assess learning progress. At the same time, three potential methods of introducing cooperative learning strategies into curricula have been considered. According to Dzemidzic Kristiansen et al. (2019), dividing children into four-person groups is essential. However, the teacher should not consider achievement in learning but rather combine kids with different levels of preparation. This way will enable children to establish non-typical social connections and exchange knowledge. Consequently, this technique will permit pupils who have gaps in their knowledge to fill them in more quickly.
Nevertheless, it should be mentioned that this method has specific difficulties for the M teacher. This is because it requires clear coordination and instructor experience to provide the necessary knowledge exchange in a heterogeneous group. Syakur (2018) suggested an alternative goal where kids could select their own partners. In this way, they usually operated with a friend, which promoted a relaxed learning atmosphere.
Similarly, Syakur (2018) observed that this aim is often used in pair divisions, enabling effective assessment of each pupil’s performance in pairs and individually. It is significant to highlight that teacher M can form 7 teams and effectively monitor their progress. Therefore, this approach is the most appropriate method for implementing cooperative learning strategies in her classroom. Lestari et al. (2019) also suggest that children should be separated into groups based on homogeneous aspects. For example, better learners will be in one team, while those who are worse learners will be in another. However, education needs a competitive game format where the winner will be announced. This strategy is suitable for an experienced pedagogue who is capable of controlling the rivalry between kids.
Hence, the effectiveness of cooperative learning strategies and the proposed methods to implement them in the training courses have been proven. It is significant to emphasize that a precondition for applying techniques is the additional knowledge of educators. Thus, they need to enhance their qualifications. However, the analysis enables teacher M to use the most appropriate strategy. Accordingly, allocating kids in pairs at their desire will help the trainer effectively supervise the learning and communication process.
Buchs, C., Filippou, D., Pulfrey, C., & Volpé, Y. (2017). Challenges for cooperative learning implementation: Reports from elementary school teachers. Journal of education for teaching, 43(3), 296-306.
Dzemidzic Kristiansen, S., Burner, T., & Johnsen, B. H. (2019). Face-to-face promotive interaction leading to successful cooperative learning: A review study. Cogent Education, 6(1), 1674067.
Lestari, F., Saryantono, B., Syazali, M., Saregar, A., Madiyo, M., Jauhariyah, D., & Rofiqul, U. M. A. M. (2019). Cooperative learning application with the method of “network tree concept map”: Based on the Japanese learning system approach. Journal for the Education of Gifted Young Scientists, 7(1), 15-32.
Syakur, A. (2018). Using cooperative learning strategies to improve the student’s reading comprehension. Jurnal Edukasi: Kajian Ilmu Pendidkan, 4(1), 97-110.