 Welcome you all once again to my channel Explore Education and I am Dr. Ashmi Singh, Assistant Professor of the Department of Education at the S.Hanagpur School College, University of Allahabad. This is my email ID and lecture will be in bilingual mode that is beneficial for both Hindi as well as English-speaking students. Subscribe my channel to get updated in the field of educational psychology mainly and to get my future videos and the topic we are going to discuss today is Cooperative Learning. And we will be useful for certain teaching exams so let's start. First of all concept. We will learn from cooperative learning. What is cooperation in the field of educational psychology? Sometimes you will get cooperative learning as a collaborative learning. So what does cooperation mean? Where does it come from? What does concept mean? There are three ways in which student-student interaction is started. student interaction in the structure in class rooms. That means, you, the students of Kaksha, Kaksha, Vidya, and Vidya, can be classified in three ways. You can do the structure, the structure, the structure. You can be competitive, individualistically, and co-operatively. Either they are in competition mode, or they are alone, they don't care about each other, they don't care about each other, and they are in the same group as each other. In which co-operative student interaction will be used as best results. It has been shown by various researches. In this, it has been found that when we structure co-operative student interaction in the class, it gives the best result. Okay, then what is co-operative? It is an educational approach. This is a Shashi Kuppagam, which aims to organize classroom activities into academic and social learning experiences. This is a Shashi Kuppagam. This is a Shashi Kuppagam, which aims to organize classroom activities into academic and social learning experiences. Okay, it is sometimes thought simply as a group. Sometimes, it is said that co-operative or collaborative learning means that the students work in a group, which means that they have co-operative or collaborative learning. But, groups of students working together might not be working collaboratively. But, we should not think that the students are working in a group, but they are not working collaboratively. This means that the co-operative or collaborative learning is not merely a group. It is not just about working in a group. It is something different, something different. What is important is that it involves students working together. This means that the students have to work together. The students have to work together. For whom? To accomplish shared goals. For the purpose, for the purpose of achieving that goal, everyone who is in the middle of everything, means that they are not just my goal, they are also the goal, they are also the goal. So, everyone will work towards shared goals. And it is this sense of interdependence that motivates group members to help and support each other. And when everyone knows that Laxia is dedicated to us, everyone is working for the goal. So, we motivate the group members to work together, to help each other, to support each other. Okay. When there is no need to discuss this here, I would like to tell you that the competitive interaction between students is very negative interdependence. That means that I will win when you lose. The individualistic meaning is that I am winning, you are losing, you are not winning, it doesn't matter to us. There is no need to stop it. No interdependence. But cooperatively it means positive interdependence. It means that you are aware of the positive side of the group. It means that if I lose, you will also lose. I will win, you will win. I will win, you will lose. Okay. This is the theme behind it. But the definition we are trying to understand is that Kagan said that cooperative learning is teacher-designs. Oh, this is the spelling mistake. I am so sorry, I am trying too fast. There is no design. Teacher-designs is social interaction structures as well as learning activities. Here, we are saying that what is the role of the teacher? We have to design the structure of social interaction and learning activities. That means which role we will give, which group we will make, which leader we will make, which moderator we will make, which supporter we will make. We have to train all these teachers to provide them with information. Then Johnson and Johnson said that cooperative learning students can maximize their own and each other's learning will be the work to it. He said that cooperative learning is a type of learning in which education is maximized. It means it is shared. It is shared with us as well as others when it is shared with us. This type of learning is a type of learning. Then, in the quarter in 1904, he said that it is a structured form of small group learning. We have to learn in small groups which are structured as we have explained in the lesson. It is based on two key assumptions. The two main points of it are positive interdependence and individual accountability. This is the first point that I would like to share with you about the good health and well-being of students. The second point is that the individual is also accountable. If they work in a group, then only some people work in a group. We are not doing anything else. We are doing money like learning. We are not doing anything else. Everybody has to have some responsibility to be here. Everybody is accountable for the group but for the shared goal. Okay? And then, Slavi said that it is a critical element of cooperative learning is group teamwork and team goals. That is, it is the main element of the group. Then, history. Where did cooperative learning come from? When did it come about? Who did it? Who did it? So, in Italy, in 1960s, cooperative learning was relatively unknown and largely ignored by educators. In the 1960s, it was unknown to know about cooperative learning. And even today, it is not as popular as blended learning or differentiated instruction, personalized instruction. It still does not have that role that it should have. Individualistic learning was mainly sidelined by DS-Nursework on program learning and media identification. The individualistic learning was not sidelined by DS-Nursework. It was removed from the path. No, it was not. When program learning was working and behavior modification was working, individualistic learning was not needed. Then, what happened? Then, just started School of Psychology. In which we know the people of Kofa, Kola, who are working on perception, working on the whole, they first worked on social interdependence. Then, Kofa's co-workers, Kurt Levy, Kurt Levy, you must know that Kurt Levy is a group dynamic. He had studied about dynamic whole. We talk about dynamic whole. What is dynamic whole? Change in the state of any member of Sabru. Change in the state of any other member of Sabru. This is the kind of dynamic whole that we have to make. If a member has a change in the state of any member, then it will change in the state of any other member. It means that everything is connected with each other. Then, Levy's graduates and his students, Martin Dute, and Levy's reasoning was related to social interdependence. They formulated a theory of cooperation and competition. They took out a theory of cooperation and competition in which they conceptualized three types of social interdependence. I was talking about the competitive interdependence. The individualistic means none. The collaborative or the co-operative has positive interdependence. These are the positive and the negative. Then, in 1970, Sir James Britton created an active learning procedure known as collaborative learning. Sir James Britton later worked in 1970 on active learning procedure. Because he involved all the four of them, he was behaving like an active learner. He was working, so he called it collaborative learning. Later, David and Robert Roger Johnson gave our social interdependence theory and came out with the idea of co-operative learning. Then, what is the basis of this theory? No doubt it is based upon the social constructivism theory by Levy-Gottz. We all know that Levy-Gottz is the third paradigm of constructivism. It is based on the continuum, the first is cognitive constructivism, then social constructivism, and then radical constructivism. The cognitive constructivism talks about the amount of knowledge and the role of society. The person who is doing this is P.R.G. P.R.G. is the founder of constructivism, but it is only about cognitive constructivism. Levy-Gottz is a group of people who took social aspect into learning. So, the main thing is that under the influence of cognitive learning refers to social constructivism. It refers to the language, interaction, and culture of the society. He considers that the roles of culture in society, language and interaction are important in understanding how humans learn. He said that the culture, the culture, the language, the relationship between us, takes a very important role in how humans learn. By the way, P.R.G. is you, that knowledge is cultural. Right? If we look at it with cognitive constructivism, it is knowledge and knowledge is personal. But here, knowledge is cultural. He has asserted that the development of individuals, including their thoughts, languages, and reasoning process is the result of culture. He says that the development of individuals i.e. their thoughts, languages, and reasoning process is the result of culture. These activities are developed through social interactions with others. Therefore, I represent the shared knowledge of individual beings. That means, these individual beings are born from social interaction and that is why we can say that yes, and you who have knowledge are the shared knowledge of culture. They are different from each other. They are different from each other. They are different from each other. Then, if we talk about Bikers, then ZPD will definitely be the zone of proximal development. What is it? They say that it is a zone. One is the zone in which the child learns by himself, not with anyone. And the other is the zone in which there is a more knowledgeable person. So, both of them are different. So, the only difference is the zone of proximal development. That is, the one who learns can learn there. If he is with a more knowledgeable person, a more knowledgeable person. So, what is it? It captures the child's cognitive skills that are in the process of maturing and is can only be honed with the assistance of more skilled persons. How can we show these skills when we are in a more fortunate situation? Then, the process of adjusting the support is for the student. But the student is also talking about the support of the student. The adjustment of the support refers to the assistance given to students in completing tasks that they cannot be completed by themselves. So, what it means is that the tasks that we are providing to the students in completing tasks that we provide to the students that they cannot be completed by themselves. That is, they cannot be completed without the assistance of the students. And then, in the operative learning, ZP is the spiritual role of the student. That is, the role of the student in the cooperative learning of ZP and ZP. Then, the confidence. Who is that person, that component, that house, who changes the group activity in the cooperative learning. Otherwise, the group activity can be done by anyone. In the class, we are asked to form a group of four students. How can we do this? It is not cooperative learning. What is cooperative learning? Well, it has at least these five components in it. First of all, positive independence. That is, the first part should be that everyone has to win together. It should be like, you win, I lose. Or I win alone. Why don't you lose? That is, it's theme, we will sing or swim together or we will swim together. Individual accountability. I have already said that every individual should be accountable. There will be no such member who has any such work. So, everyone's work should be done by the student and everyone will have to do it. Then, promoting interaction, that is, face-to-face interaction. Promoting interaction is 8 most important between each every individual. Then social skills. When we do cooperating learning in class, we will teach you some social skills. Like leadership potential, disease and making trust, building, commingation, etc. And then group processing. We can be a group, we can leave the path, we can discuss in a different way. Anything can happen. So we need to see group processing. Do teachers and those who are a part of the group have an effective working relationship? No. Then it is a dynamic representation of competence of cooperative learning. That is, it has positive interdependence, group processing, skills, individual responsibility and interaction. Ok. Then types. How are types of cooperative learning there? As you can see, there are 3 or 4 types of cooperative learning. This type of cooperative learning can be formal cooperative learning, informal cooperative learning, cooperative based groups and constructive control. And we need to pay attention that these types of cooperative learning are the span of cooperative learning. For example, in formal cooperative learning, the span goes from 1 class period to 6 periods. In formal cooperative learning, it goes from 1 class period to 1 class period. In cooperative learning, it goes from 1 class period to 6 periods. Long term, heterogeneous, cooperative learning goes with stable membership in which students provide one another with support, encouragement and assistance to make every progress. And the last one is most interesting, constructive control. The name of constructive control is also very beautiful. Johnson & Johnson is another term. It is said that, as we used to read in constructivism, we had a term called cognitive dissonance. That is, we make your cognition so that the individual who works as a student, attains the equilibrium, the homostasis which is disturbed. Similarly, constructive control is that it is not necessary to work in a group, it is not necessary to buy it from you, but it is necessary to buy it from the outside. So, what will happen? One person's ideas, information, conclusions, theories and opinions being incompatible with those of another. And the two, C to reach and agreement that reflects their best reason and judgment. So, what will happen when both the students and the students are working on it? How can we reach a target? Agreement. There are many methods. In structural team making and informal group learning methods, we can divide them. The first example is STAT, TGT, CIRC. Similarly, the second example is Jigsaw, Learning Together, Think Pair, Share and Group Investigation. And their classification is that the structure of the first group is better than the name. But in the informal group learning methods, it is less on the head-hawk and ray basis. So, there is no explanation of the technique because it is very time taking. So, what is jigsaw? It is jigsaw puzzle. It is a puzzle that we have to fit. So, what is jigsaw? It is a homeroom for all the experts. So, the students participate in all groups. How? It enables each student to specialize in homerooms. We have put four students in homerooms. And we have said to each homeroom that you have to specialize in this topic. You have to understand it. So, students meet with members from other groups who are assigned the same aspect. If you get the same aspect in this group, what will the students do? They will go to each group and discuss what you have understood and what you have learned. Then, when the group becomes a mastery material, and after mastering the material, return to the homeroom. So, they will return to their homeroom and share with the other members that this is understood in that group and this is understood in this group. Then, each student in the homeroom serves as a piece of the topics puzzle and when they are together as a whole, they create the complete jigsaw puzzle. So, when each member of the homeroom group works as a piece of the puzzle, and when they are together as a whole, they create the complete jigsaw puzzle. This is why jigsaw is called jigsaw. And it is very easy to create a group of students from any topic. And it will be fun for them. Benefits? Obviously, there are many benefits. There are many benefits. I will do some extra effort in the class. So, what is learning for all? Because everybody is involved in it. All the students are involved in it. It is better to have a learning achievement. When learning is done, it is better to have a learning achievement. Like, you will master your content, it will become better. It will be a divergent thinking. It will improve your social abilities. Social development, because it is a social group. They are discussing their peer groups. The communication is skill-developed and psychological health will be improved. How can we conclude this topic? Co-operative learning is working together to accomplish shared goals. Within co-operate. We are working on shared goals. And in co-operative activities, you need to seek outcomes. We are working towards the direction which is beneficial for everyone. Co-operative learning is the instruction and use of small groups. We are working towards the direction which is beneficial for children. And every student is working towards their own and their own learning. So, there is a positive interdependence in students' goals. And the special thing about this is that it is better for children and students. It is better for the faculty. So, it is good and good. Everyone is taking some time. You need to work on the structure. You need to work on the team. You need to work on the time. But it is very good. And so, thank you. And don't forget to like and subscribe my channel. I have completed a new topic, co-operative learning today. And to find my channel, scan to join a slow education. 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