An exploration of the role of the teacher in cooperative problem-based learning
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
An exploration of the role of the teacher in cooperative problem-based learning
Cooperative problem-based learning (CPBL) is an approach to education that emphasizes collaboration, critical thinking, and problem-solving. In this approach, students work together in small groups to solve complex problems that are often drawn from real-world scenarios. The role of the teacher in CPBL is critical to the success of the learning process. In this essay, we will explore the role of the teacher in CPBL and its impact on students’ learning outcomes.
The teacher’s role in CPBL is multifaceted and dynamic. At the outset, the teacher must establish a positive and supportive learning environment that fosters collaboration and cooperation among students. This requires creating a classroom culture that promotes mutual respect, active listening, and open communication. The teacher must also provide clear guidelines and expectations for group work, including individual responsibilities, group norms, and guidelines for problem-solving.
Once the learning environment has been established, the teacher’s role shifts to that of a facilitator, providing guidance and support to students as they work through the problem-solving process. The teacher’s role is to help students clarify their thinking, identify areas of uncertainty, and provide feedback on their ideas and solutions. The teacher must also monitor group dynamics to ensure that everyone is engaged and contributing to the group’s work.
During the problem-solving process, the teacher must also model effective problem-solving strategies and techniques. This includes providing examples of successful problem-solving strategies, asking open-ended questions, and encouraging students to think creatively and outside of the box. The teacher must also provide guidance on how to conduct research, gather information, and evaluate sources of information to support problem-solving.
The teacher’s role in CPBL also involves assessing and evaluating students’ learning outcomes. The teacher must monitor students’ progress throughout the problem-solving process, providing feedback and support as needed. The teacher must also assess students’ individual and group contributions to the problem-solving process and provide feedback on their performance. This includes evaluating students’ critical thinking skills, communication skills, and ability to work collaboratively.
One of the key benefits of CPBL is that it promotes student autonomy and self-directed learning. The teacher’s role in CPBL is to facilitate and guide students’ learning, rather than dictating the learning outcomes. This requires a shift in the traditional teacher-student dynamic, with the teacher acting as a facilitator and guide, rather than the sole authority on knowledge.
In conclusion, the teacher’s role in CPBL is critical to the success of the learning process. The teacher must establish a positive and supportive learning environment, provide guidance and support throughout the problem-solving process, model effective problem-solving strategies, assess and evaluate students’ learning outcomes, and promote student autonomy and self-directed learning. When done effectively, CPBL can promote deep learning, critical thinking, and problem-solving skills, preparing students for success in the 21st century workforce.
An exploration of the role of the teacher in cooperative problem-based learning
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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