A comparative analysis of cooperative and problem-based learning approaches
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
A comparative analysis of cooperative and problem-based learning approaches
Cooperative learning and problem-based learning are two popular approaches to learning that have been extensively researched and used in various educational settings. This comparative analysis will examine the similarities and differences between these two approaches.
Cooperative learning is an instructional approach in which students work together in small groups to achieve a common goal or complete a task. The groups are usually heterogeneous, meaning that they consist of students with different abilities and backgrounds. The teacher acts as a facilitator, providing guidance and support when needed. Cooperative learning is based on the idea that students learn best when they work together, share their knowledge and skills, and help each other.
Problem-based learning, on the other hand, is an instructional approach in which students learn through solving real-world problems. The teacher presents a problem to the students, and the students work together in small groups to solve the problem. The focus is on the process of problem-solving, rather than on the solution itself. The teacher acts as a guide, providing feedback and support as needed. Problem-based learning is based on the idea that students learn best when they are actively engaged in solving problems that are relevant to their lives.
Both cooperative learning and problem-based learning share some similarities. For example, they both emphasize student-centered learning and the active involvement of students in the learning process. They both also promote collaboration and teamwork, as students work together in small groups to achieve a common goal. Additionally, both approaches can improve students’ critical thinking and problem-solving skills.
However, there are also some differences between these two approaches. One major difference is the type of tasks or activities that students engage in. In cooperative learning, the tasks or activities are usually structured and well-defined, with clear instructions and guidelines. In problem-based learning, the tasks or activities are often open-ended and require students to use their creativity and critical thinking skills to develop solutions.
Another difference is the role of the teacher. In cooperative learning, the teacher is a facilitator who guides and supports the students, but does not interfere with the students’ work. In problem-based learning, the teacher is more involved in the process, providing feedback and guidance to the students as they work on the problem.
In terms of outcomes, both cooperative learning and problem-based learning have been shown to have positive effects on students’ academic achievement and social skills. However, some research suggests that problem-based learning may be more effective in promoting deep learning and long-term retention of knowledge, while cooperative learning may be more effective in promoting positive attitudes towards learning and social development.
In conclusion, both cooperative learning and problem-based learning are effective instructional approaches that can promote student-centered learning, collaboration, and critical thinking. While they share some similarities, they also have some differences in terms of the type of tasks, the role of the teacher, and the outcomes. Ultimately, the choice between these two approaches will depend on the specific learning goals, the characteristics of the students, and the preferences of the teacher.
A comparative analysis of cooperative and problem-based learning approaches
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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