action plan research proposal with your professor.Improving Students’ Performance through Cooperative Learning in ClassroomsAs teachers, one of our objectives is to improve the general classroom per

********* *********** *********** ******* *********** LearningName:Institution: Improving *********** *********** ******* *********** ******** in ClassroomsAs ******** one ** *** ********** ** to improve *** general ********* performance ******* *********** ******** The **** research ******** I **** ****** ***** ******** *** this ***** ** ****** *** teachers ******* learning ********** ******* cooperative ******** ******** ** ************** ********* ******* ********* *********** *** ****** of **** ******** *** ***** pegged ** **** ******* *********** ******** ********** by ******** ** **** paper * **** consider ********** methods **** **** aid ** ********* learning pro-social behavior **** ***** ******** *** ****** ************* ** ******* ************ **** adjustment needs ******** and social needs ** answering related questions to *** **** ******** question **** ** ***** ** determine *** ******* *********** *********** in *********** ******** ******* **** ********** to *** student ************* in *********** ******** *** the ******** ********** ** ******* *********** cooperative ******** ** ** ******** to come ** **** ********* that promote ***** work learningLiterature ReviewDevelopment ********** ** Cooperative LearningJohn Dewey ** influential ******** ****** *** early **** ******* was a great *********** ** *** ******* **** ********* ** *** ************* *** * process that the school is *********** ******* ********* of ******** ****** ***** ******** *** **** **** ** ********** ********** ** *** ***** ******** he mentioned **** ******** ****** ****** **** ****** *** ******* ******* ********* ** *** children *********** ** *** ***** The ******* ****** ** ***** oriented *** ******** ** students’ *** developing activities as **** ** ****** ********* ********* **** approach ***** ******** **** ********* ******* *** * **** ** ******** *********** natural ********* ***** ** their diverse social settings ** *********** ***** *********** and ************* ************* ******* *********** **** *** another students are **** ** receive feedback ********** ***** ********** ***** *********** ****** behavior and ********** **** ******* ******** entails ****** **** 1966 ***** ** ***** ** ** *********** think ****** *** more *********** **** *** **** ***** ****** working alone ******* ***** **** ****** **** ******** *** ****** productivity of *********** ***** ******* ** ****** ****** than ***** ********* for ****** ******* ******** ***** ******* is ********** ***** 1937) Finally *** and Doob (1937) ******** that ****** ********* **** **** *** ***** ** when **** are ** ***** ************* which ******** **** at *** **** ******** ** achieve a shared **** ******* ******** compete when **** **** limited communication *** *** *** ***** * ****** **** **** ***** **** 1937) With ***** regards *** ************ ******** *** ******** ***** ** * ***** ********** ****** performance *** ******** ******* each **************** ******** ******* ********* ** ******* ** al (2009) **** ******* related ** cooperative learning show ******** ******* ** ********* *** enhancing it The ******** ******* are ******* to both ********* *** ********* ************ ***** (2007) **** emphasizes *** extensive ******** ** *********** ******** ******** ********* ********** ********** ** cooperative ******** into ****** ** ************ **** than 375 ** *** studies show *** ***** working helps ** achieving * ****** **** and * ****** *********** than ******* alone ** Interpersonal ************** **** ******* ***** ******** ***** **** **** **** cooperative learning ******** interpersonal skills ** Social ********** and Psychological ******* *********** working *** learning **** ***** ******* ** higher self-esteem *** ****** ************* ****** **** ******* independently or ************* with ************ *** ******** ***** ** *********** Learning ******* **** ** *********** learning ** quite different **** *** *********** role *** teacher is *********** *** ********* * ********** ********* *********** or ethos ** ********* **** building ** *********** learning *** ******* ********* ***** the lessons and ******* ** group **** student groupings ***** ***** general study ********* classroom ************ *** organizes *** ********* ****** ******** *** role of * ******* entails ********** *** ***** *** ****** important *** *********** ******** ********** *** intervening where ********* *** ********* the achievements ** both ********* *** ********** ** ***** work ** ***** ** *** ***** *** ************ ** *** ***** **** *** ******* **** engage ** ****************** *********** ***** ** ** ******** **** ** ***** learning ******* (Spencer ************* **** ***** scholars ***** that cooperative ******** ** **** ********** ** students **** especially **** ********* ** an *********** *** * ******** way ******* *** Johnson ****** ***** **** *********** ********* ** ***** ********** ********* ** *** ********* can ** eliminated in **** *** ******* ******* ** legitimate ********* just and ********** Therefore ** establishing * classroom relationship ***** on ****** interactions ***** ******** ****** at ********* mutual goals ******** *** ********** individual **** be ********** ** ********** **** *** ******* group **** ** *********** ******* ********* ** *** ******** ** * ************ *********** body *********** ******** is ** ********* approach ** ******* performance ** *** ******** (Cohen ****** ***** ******** ***** *********** ******** approach ** ********** minimizes *** ********** ** ********** classroom ********** *** ********* *** satisfaction of ******** **** ****** **** * **** team *********** **** ******** ************ ******* **** ***** give up ** ***** ******* when they **** ********** ******** ******** *** **** alone *** ***** ** ******** in *********** ******* cooperative **** *********** ******** ******** *** students **** ***** *** ****** ** ******** *** ********** ** time *********** ******** ** its ****** ** ** ****** ****** that ******** ******** **** ******** and ** ********* *** ******** ***** **** ******** ****** ** ******** *** listening (Dana ***** ************* ***** ****** discords resulting **** students’ *********** ****** and ***** ******** competitions can ** ******* by effective ********** ** cooperative ********** *** ************* *** ****** ********* for *** ******* ** cooperative learning The ****** *** ** *** students’ ********* **** is ******* ****** ******** ********* ******** ** being dragged ** ****** ******** ****** ********* ** the ******** *** unassertive ******** may **** ******** ***** being ******* ****** a ********** *** *** mentioned ******** *** ** due ** **** ********** ** *********** ******** *** can ** ********** ** ** ********* ******** and ************ of *********** ******** Patient *** ************* teachers **** **** to ******* **** issues ******* *** ****** get *********** *** *** **** to *** traditional **************** ******** paradigm ***** ***** ****** ** be * **** for *** ******** ** well ** ******** (Hopkins 2014) Proven methods to ********* *********** ******** ******** the ********* ** its ***************** ******** in ********** ** ******** when ******** *** ********* ** **** ******** ** ***** teams ****** **** individually ******* ** a team ****** ********* involvement ** studying It ** an ****** ******** ******** involving ******* ** ***** *** ******** ** new ******** **** is ** ********* ******** ******** that ******* ************* and achievementResearch **************** *** ******** have * ************** ** capture the interest ** ******** ******* *********** ******** *** **** **** ** ********* *** *** ideas ** well ** ********** ********** ****** ********** and ********* **** ** ***** and *** of class ****** ** the *********** **** ******* for *** ** *** ******** **** **** ** ******** by ********* ***** involvement *** interpersonal ********** ********* interaction among ******** is ********* *** ******** ** ******* ***** activities feedback *** **** learn ******** responsible behaviors which ****** ** ******* together *** cooperating (Awgichew ******* ***** ***** *********** ***** ***** and work **** efficiently than *** ******* ****** of a ***** ********* alone Basically cooperative learning ** ********* *** ***** used **** * ***** ***** to achieve ****** outcomes ** **** ***** people **** ********* **** ***** ** * close contact ***** **** and **** work ******** ** achieve * ****** goal ******* *********** ****** when *********** *** *** ** close contact and **** will *** ****** in *** *********** of * ****** **** ** ****** ***** ************ affect ********** ********* ******* each ************ Area ************************* ******** ******** ** ********** minimizes *** occurrence of unfriendly ********* ********** and maximizes *** ************ ** ******** **** result **** * **** team *********** ********* ** *** ******** ** * ************ development **** *********** ******** is ** ********* ******** to ******* *********** ** *** ******** ****** ****** ***** Morrison 2013) Weak students individually ******* **** often **** up ** ***** studies **** they **** ********** Moreover ******** *** **** alone *** delay in handling in *********** ******* cooperative **** *********** activity handling *** ******** **** going *** ****** ** projects *** ********** in time Cooperative ******** ** *** ****** ** ** active ****** **** involves ******** both ******** *** by ********* *** watching ***** than learning ****** by watching *** listening ***** ***** ************* ***** ****** discords ********* **** *********** ethnicities ****** *** other ******** ************ can ** ******* ** effective employment of cooperative activities and ************* *** ****** ********* for the ******* ** *********** ******** *** ****** *** ** *** students’ ********* **** ** whereby ****** students ********* complain of being dragged ** ****** ******** ****** ********* ** the contrary *** *********** ******** may **** complain about ***** ******* during * discussion *** *** mentioned ******** can be *** ** a **** ******** ** *********** ******** *** *** be eliminated ** an ********* ******** *** ************ ** *********** ******** ******* and ************* ******** find **** to counter **** issues ******* the others get discouraged and *** **** ** *** traditional **************** teaching ******** ***** often ****** ** ** * loss *** *** ******** as **** ** ******** ******** ***** ****** ******* to ********* *********** ******** ******** *** obstacles ** *** ************* Plan Research ******* *** QuestionsThe *********** ******* of **** ****** **** ******** ** to ******* *********** *********** by ************ *** ****** cooperative ******** ** ******* *** ******** already ********* above The research **** ****** *** **** ******** ** ****** can ******** ******* learning ********** through *********** ******** approach ** ************** *** other ********* below *** *********** in investigating ****** ******* ** *** **** ******** ******** **** ***** What ** ** current ****** ** *** students’ *********** in *********** learning?2 *** *** * enhance the students’ *********** through cooperative ********** **** factors often contribute ** *** ************* ** learners ** *********** ********** What ******** ********** **** ****** to ******* student’s *********** in ***** ****************** **** *** Use The ********** **** that **** be **** ** **** **** ***** ********** **** be obtained **** *** ******* of ******** ** ***** * ** 8 **** * ****** where * ********* teach **** ***** will ** *********** ***** ** ******** ****** sampling taking ************** ** ****** ****** *** ******** Since I ** ********* ******** ***** * ** 8 ******** classrooms *** *********** learning research **** ******** students ** ** ******** class ** * target ***** The ************** will ** ****** ** *** ******** ******* to **** ** **** ** **** ***** in ***** ** assess *** ******* ********* ****** and ***** the research The ******** *********** ** *** ******* researchers show **** cooperative ******** ** ******** ************* ******** both ********** *** ******* classroom ******************* Action Plan *************** ** the **** collection ******** from the focused group questionnaire and observations the following **** evident ** ******* ********* cooperative learning in ********* *** ****** be ***** ***** ***** is absence ** awareness regarding *** ************ ** *********** ******** *** ****** issue regards **** group organizations or *********** *** ***** issue that was ******* *** was lack ** teacher’s ********** ******* ******** ********** *** ******** *** ******* ***** *********** Other ******** ******** ********* ***** leaders **** ****** *** the ***** **************** ******* ******** **************** *** **** **** ********* ** ****** ***** ******** evaluations the following **** **** ****** to ******* *********** ******** ** ***** ***** ******** ****** classroom ********* ********** *********** learning ******** ****** ***** *************************** into ******** ******** appropriate ******** ** ***** **************** ***** instruction ********* and ********* ***** ********** enhanced ***** ****** **** ********** *** management; *** ******** ********* ***** ******* ***** like leader **** taker *********** ********** presenters or ********* *** ***** ******** ******** ** to issue *********** and ********* ******* ***** **** ******* confidence *********** *** ****** ********************* ******** (CL) *********** *************** ** ******* RoleExpected ****************** ******** ********** teacher ****** *** ******** *********** *************** understanding ********* ******* ************************* ** restructure group ****** based ** student *********** *** learners **** ** ***** ** ******** participate ** their *** *************** groupGroup ****** role ******** (leader reporter *********** **** taker)A ******* to ***** * ******* ***** for ** and ******** should ******* ***** assigned ************** ******** ************ regarding ****** objectives group **** ***** *** resources ******* ******* ** ******* *** ** ********* ***** CLEffective ***** CLAssess students ************ ********* ****** cultures *** ******* ******** **************** **** ** ******** ******* ****** properlyCreation ** ****** **** mixed abilitiesEnsure * ******* *********** ***** *** a ******** ******** ********************** ** ****** positive ******** *************** *** ******* ****** ******** ** the **** *********** ******** *** ********** ******* for CL *** creation ** a ********* **************** ************ of the ********** **** groups *** ******** ** ****************** ** issue clear directions and ******** ****** **** ** *** ****************** *** correctly ****** ********************** and ********* *** ****** is **** beTeachers ** ******* ******** *** ******** ****** as **** *** for clarificationsGain ** ******** ************ *********** ******************************* ******** ******* for ************* ******** *************** Collection ApproachesTriangulation ApproachIssues ***** paying attention ** ** ********* *** ******** ************ ******** ************* Source#2 (Student)What ** ** ******* ****** of *** *********** *********** ** *********** *************** ************ *** **** ****** *********************** fillingHow can * ******* the *********** *********** through *********** learning?Focus group ************************* fillingWhat ******* ***** ********** ** low participation ** ******** ** cooperative ***************** performance ********************* ****** (pre-study *** ********** *********** possible ********** **** ****** to ******* *********** cooperation ** study ************ ***** *********** and ******** ** ******************** **** **** *** closed ***** ************ ****** **** ********** ******* ***** include **** primary *** ********* information ******* ********* & ******** 2013) The ******* *********** ******* can ** ******** **** teachers *** ******** *** direct *********** of ********* ************ ******* ** *********** ******** ************* and ***** group *********** with the involved ******** ** ******** ** ***** ** ********** *** ******* ******* ********* ******* ** **** ********* *********** previous ************** ** *********** ******** ********* ** ******** *********** ** ******** ******** and ***** social *********** with **** ***** For *** best **** retrieval *** use of ******** *** complementary data collection ******* ***** ** ********* to ******* *** weakness ** one ****** **** ******* ********** ******** ****** ** al 2013) ***** on this ******* ******* ** research tools ***** ** ********* ** ******* *********** ********** challenges and ********* ** students’ *********** ******** The ****** ******* *** **** ********** are; however observation and ************* ***** instruments *** very *********** to ****** *********** ********** ******* cooperative ******** ** ********* the **** to ******* students’ *********** and ****** *********** and to counter *** major challenges *** *** *** ******** methods ** improve cooperative ******** ** ********************** **** **** *** ****** ***** ********* *** important to ******* data ********** students’ ***** *********** *** problems ******** ********* *********** learning (Cohen ** ** 2013) The ****** ** ******** and *** * ****** advantage **** ****** ** *** ***** hand ****** *********** ** *********** ******** ***** ** *** the ***** ** ***** ******** *** *********** ** **** *** ****** ********* ******** *** *********** learningAnother ****** *** **** ********** is ******* the focus ****** ***** *** emphasis on *********** *** ******** of ****** ************ *** *********** ********** ******** ** *** topics ***** ********** Conversation ******* mutually ********** ************ is ***** ** * form comparing and ******* ** ******** The ***** group ****** ** significant ** ******** data regarding ******* *** ******* *********** ******* implementing cooperative ******** ******** *** ******** ways ** ******* *********** leaning ** ********** ******** ************************* * ******* * ***** ***** * ****** Action Research: ********* *********** Achievement ******* Cooperative ******** ****** Research ******* L ****** * ***** Morrison * ****** ******** ******* ** ********* RoutledgeDana * * ***** ************* * ****** *** ********** educator's guide ** classroom ********* ******** ** ***** *** ******** ** ***** ******* ************ inquiry Corwin PressHopkins * ****** * ********* guide to ********* ******** *********** ********* *********** * W & Johnson * * (2008) Cooperative ******** ********* ********** LtdMcKernan * ***** ******** * (2013) ********** ****** research: * handbook of ******* *** ********* *** *** reflective ************ ************* M ****** *********** *** *********** ***** ********* ******** *** ***** ** **** ********* Metal ****** The social *** ************ outcomes of learning ** ****** ********** ****** *** ****** Lane LondonShaw M ****** **** ********** ** *********** and ***** ****** ** *** ******** ******** ** Complex ********* ******** ******* of ********** *** **************** ***** ****** ***** (2009) ***** cooperative learning ***** PublishingWatson * ****** ***** ****** think **** efficiently **** individuals’: Journal ** ******** Psychology 17: 328–36Wendy Joliffe ****** *********** ******** in the ********* ******* in ** ********* * **** ************ ******* ******

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