A Definition of Collaborative vs Cooperative Learning Essay Example for Free

A Definition of Collaborative vs Cooperative Learning Essay I have been searching for many years for the Holy Grail of interactive learning, a distinction between collaborative and cooperative learning definitions. I am getting closer to my elusive goal all the time but I am still not completely satisfied with my perception of the two concepts. I believe my confusion arises when I look at processes associated with each concept and see some overlap or inter-concept usage. I will make a humble attempt to clarify this question by presenting my definitions and reviewing those of other authors who have helped clarify my thinking. Collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a structure of interaction designed to facilitate the accomplishment of an end product or goal. Collaborative learning (CL) is a personal philosophy, not just a classroom technique. In all situations where people come together in groups, it suggests a way of dealing with people which respects and highlights individual group members abilities and contributions. There is a sharing of authority and acceptance of responsibility among group members for the groups actions. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals best other group members. CL practitioners apply this philosophy in the classroom, at committee meetings, with community groups, within their families and generally as a way of living with and dealing with other people. Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product which is usually content specific. It is more directive than a collaboratve system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection the fundamental approach is teacher centered whereas collaborative learning is more student centered. Spencer Kagan in an article in Educational Leadership (Dec/Jan 1989/1990) provides an excellent definition of cooperative learning by looking at general structures which can be applied to any situation. His definition provides an unbrella for the work cooperative learning specialists including he Johnsons, Slavin, Cooper, Graves and Graves, Millis, etc. It follows below: The structural approach to cooperative learning is based on the creation, analysis and systematic application of structures, or content-free ways of organizing social interaction in the classroom. Structures usually involve a series of steps, with proscribed behavior at each step. An important cornerstone of the approach is the distinction between st ructures and activities. To illustrate, teachers can design many excellent cooperative activities, such as making a team mural or a quilt. Such activities almost always have a specific content-bound objective and thus cannot be used to deliver a range of academic content. Structures may be used repeatedly with almost any subject matter, at a wide range of grade levels and at various points in a lesson plan. John Myers (Cooperative Learning vol 11 #4 July 1991) points out that the dictionary definitions of collaboration, derived from its Latin root, focus on the process of working together; the root word for cooperation stresses the product of such work. Co-operative learning has largely American roots from the philosophical writings of John Dewey stressing the social nature of learning and the work on group dynamics by Kurt Lewin. Collaborative learning has British roots, based on the work of English teachers exploring ways to help students respond to literature by taking a more active role in their own learning. The cooperative learning tradition tends to use quantitative methods which look at achievement: i. e. , the product of learning. The collaborative tradition takes a more qualitative approach, analyzing student talk in response to a piece of literature or a primary source in history. Myers points out some differences between the two concepts: Supporters of co-operative learning tend to be more teacher-centered, for example when forming heterogeneous groups, structuring positive inter- dependence, and teaching co-operative skills. Collaborative learning advocates distrust structure and allow students more say if forming friendhip and interest groups. Student talk is stressed as a means for working things out. Discovery and contextural approaches are used to teach interpersonal skills. Such differences can lead to disagreements. I contend the dispute is not about research, but more about the morality of what should happen in the schools. Beliefs as to whast should happen in the schools can be viewed as a continuum of orientations toward curriculum from transmission to transaction to transmission. At one end is the transmission position. As the name suggests, the aim of this orientation is to transmit knowledge to students in the form of facts, skills and values. The transformation position at the other end of the continuum stresses personal and social change in which the person is said to be interrelated with the environment rather than having control over it. The aim of this orientation is self-actualization, personal or organizational change. Rocky Rockwood (National Teaching and Learning Forum vol 4 #6, 1995 part 1) describes the differences by acknowledging the parallels they both have in that they both use groups, both assign specific tasks, and both have the groups share and compare their procedures and conclusions in plenary class sessions. The major difference lies in the fact that cooperative deals exclusively with traditional (canonical) knowledge while collaborative ties into the social constructivist movement, asserting that both knowledge and authority of knowledge have changed dramatically in the last century. The result has been a transition from foundational (cognitive) understanding of knowledge, to a nonfoundational ground where we understand knowledge to be a social construct and learning a social process (Brufee, Collaborative learning: Higher Education, Interdependence, and the Authority of Knowledge, 1993). Rockwood states: In the ideal collaborative environment, the authority for testing and determining the appropriateness of the group product rests with, first, the small group, second, the plenary group (the whole class) and finally (but always understood to be subject to challenge and revision) the requisite knowledge community (i. e. the discipline: geography, history, biology etc. ) The concept of non- foundational knowledge challenges not only the product acquired, but also the process employed in the acquisition of foundational knowledge. Most importantly, in cooperative, the authority remains with the instructor, who retains ownership of the task, which involves either a closed or a closable (that is to say foundational) problem ( the instructor knows or can predict the answer). In collaborative, the instructoronce the task is set transfers all authority to the group. In the ideal, the groups task is always open ended. Seen from this perspective, cooperative does not empower st udents. It employs them to serve the instructors ends and produces a right or acceptable answer. Collaborative does truly empower and braves all the risks of empowerment (for example, having the group or class agree to an embarrassingly simplistic or unconvincing position or produce a solution in conflict with the instructors). Every person, Brufee holds, belongs to several interpretative or knowledge communities that share vocabularies, points of view, histories, values, conventions and interests. The job of the instructor id to help students learn to negotiate the boundaries between the communities they already belong to and the community represented by the teachers academic discipline, which the students want to join. Every knowledge community has a core of foundational knowledge that its members consider as given (but not necessarily absolute). To function independently within a knowledge community, the fledgling scholar must master enough material to become conversant with the community. Rockwood concludes: In my teaching experience, cooperative represents the best means to approach mastery of foundational knowledge. Once students become reasonably conversant, they are ready for collaborative, ready to discuss and assess,. Myers suggests use of the transaction orientation as a compromise between taking hard positions advocating either methodology. This orientation views education as a dialogue between the student and the curriculum. Students are viewed as problem solvers. Problem solving and inquiry approaches stressing cognitive skills and the ideas of Vygotsky, Piaget, Kohlberg and Bruner are linked to transaction. This perspective views teaching as a conversation in which teachers and students learn together through a process of negotiation with the curriculum to develop a shared view of the world. It is clear to me that in undertaking the exercize of defining differences between the two ideas we run the risk of polarizing the educational community into a we versus them mentality. There are so many benefits which acrue from both ideas that it would be a shame to lose any advantage gained from the student-student-teacher interactions created by both methods. We must be careful to avoid a one-size-fits-all mentality when it comes to education paradigms. As a final thought, I think it behooves teachers to educate themselves about the myriad of techniques and philosophies which create interactive environments where students take more responsibility for their own learning and that of their peers. Then it will become possible to pick and chose those methods which best fit a particular educational goal or community of learners.

George Orwell’s 1984 - Mindless People :: 1984 Essays

Occupations are important in order to be successful in life. One needs a source of income and a way to provide for one’s families. Some people work at home, some people have a schedule when one leaves at a certain time each day and return home at the same time each night. One gets comfortable in one’s work but does one take time to ask oneself why one is doing it? If an occupation does not help society or have any real purpose then is it really a useful occupation or is it just a bunch of mindless activity? Professional athletes make an insurmountable amount of money but what is the point of professional sports? Professional sports do not help make the world a better place nor does it have a purpose other than entertainment for the sports junkies on this earth. What is the purpose of movie makers and artists? How do they make the world a better place? In some ways they make a world a worse place because people get so caught up in entertainment that they forget about th e rest of the world and the ones who suffer and the corrupt governments and the deadly diseases. Why cant jobs be created to help in those areas? Instead of paying people for doing mindless jobs, one should be paying others to actually work to make this world a better place with a better economy and without suffering people. In George Orwell’s novel 1984 it offers a great view of mindless occupations. Winston, the main character talks about how boring his work is in the Ministry of Plenty. He explains how his work is to change the words and meaning in newspapers, books, letters and any other text related materials in order to make the government and the society the best that it can be. Then once he follows his orders and completely changes history with his speakwrite, he takes the original information and dumps it down a memory hole which destroys it (Orwell 37). Everything that Winston must write has to take the form of the Newspeak language which is the English language modified, and made simpler by combining words together. For example, instead of having words such as ‘excellent’ or ‘splendid’ one would use the word plusgood or doubleplusgood if you wanted something even stronger (Orwell 51). Another example is Winston’s workplace.

Mechanical Test of Ldpe and Hdpe P

Mechanical Test of LDPE and HDPE Processed by Extrusion, Injection Molding, Compression Molding and Sheet Extrusion Abstract LDPE and HDPE were processed by extrusion, injection molding, and sheet extrusion. Their mechanical properties such as tensile strength and percent elongation were measured by tensile test and analyzed statistically (Table 2). During the extrusion process, both polymers underwent die swelling. The water cooled polymer cords have a higher tensile strength but lower % elongation compared to the air cooled cords. HDPE has a much higher strength than LDPE due to its high crystallinity.LDPE and HDPE samples processed by injection molding and sheet extrusion show the same tendency in the extent of yield strength and elastic modulus. For sheet extrusion, the heat treated polymer sheet has a higher strength than the non-heat treated sheet because heating leads to an increase in both crystallinity and crystallite size. The specimen in rolling direction also has a higher strength than those in transverse direction due to the alignment of the polymer chains in rolling direction. UHMWPE (Ultra-high-molecular-weight polyethylene) saucer was processed by compression molding.The cross section of the saucer was examined by optical microscopy. Further, the melting temperature of PEO was determined to be 74. 0Â °C ~ 78. 9Â °C. Introduction A polymer is a chemical compound or mixture of compounds consisting of repeating structural units created through a process of polymerization. 1 The units composing polymers derive from molecules of low relative molecular mass. When all the repeating units along a chain are of the same type, the resulting polymer is called homopolymer. Chains composed of two or more different repeat units are termed copolymers.The physical characteristics of a polymer depend both on its molecular weight and shape, and the structure of the molecular chains. The chain structures include linear polymer, branched polymer, crosslinked polym er and network polymer. The polymer synthesized in this experiment, LDPE and HDPE, have different chain structures (i. e. LDPE is a branched polymer and HDPE is a linear polymer. ). The polymer chain structure has a significant influence on polymer crystallinity, which is defined as the packing of molecular chains to produce an ordered atomic array. The mechanical properties that investigated in this paper, such as tensile strength, elastic modulus and percent elongation, greatly depend on the crystallinity of the polymer sample. Polymers play an essential and ubiquitous role in everyday life from those of familiar synthetic plastics and other materials of day-to-day work and home life, to the natural biopolymers that are fundamental to biological structure and function. 1 Quite a variety of different techniques are employed in the forming of polymeric materials. Molding is the most common method for forming plastic polymers.The several molding techniques used include extrusion mold ing, compression molding, blow molding and injection molding. 3 During molding, crystal regions in polymer melts upon heating. The resulted polymer melts are non-Newtonian fluids, and their viscosity depends on the shear rate. Melt index (MI) could be used to indicate the viscosity of the fluid. It is defined as the mass of polymer flowing in ten minutes through a capillary of a specific diameter and length by a pressure applied. 4 Polymer melts are formed into a continuous charge of viscous fluid.The viscous fluid then solidifies into polymer product with specific shapes. During the solidification process, polymer melts recrystallizes and forms spherulite structure consisted of both amorphous region and lamellar. Experimental Procedure Crystallization of PEO Crystallization of PEO (Sigma-Aldrich Co. , St. Louis, MD) was observed by optical microscopy. Sample of PEO powder was placed on glass slide and heated up using hot stage. Both the melting and the solidification processes were observed under optical microscope under crossed polarizer. The melting range was determined to be 74. 0Â °C ~ 78. 9Â °C.Extrusion of LDPE and HDPE Both LDPE (MI = 0. 25, Equistar ) and HDPE (MI = 9, Equistar) pellets were processed into cords using single-screw extruder (Model TL3215B, Extruders ). The die temperature was 350 Â °C, Zone temperatures were all 425 Â °C and the screw speed was about 3. 6 rpm. Water cooling and air cooling were carried out for mechanical properties evaluation. Tensile tests were performed on both LDPE and HDPE cords in order to evaluate their mechanical properties. Compression Molding UHMWPE (Ticona) powder was used to produce UHMWPE saucer by using a compression molding apparatus (Model 3725, Carver).The starting temperature was 245 F, and the molding temperature was 310 F. The cross section of the saucer was examined by optical microscopy. Injection Molding Both LDPE (MI = 9, Equistar) and HDPE (MI = 7, Equistar) pellets were processed into dog b one specimens by injection molding. The barrel, nozzle and mold temperatures used are listed below. Tensile tests were performed on both LDPE and HDPE specimens in order to evaluate their mechanical properties. Table 1. Barrel, Nozzle and Mold temperatures for injection molding. | LDPE| HDPE| Barrel Temperature | 390Â °F| 400Â °F|Nozzle Temperature| 395Â °F| 405Â °F| Mold Temperature| 275Â °F| 275Â °F| Sheet Extrusion Both LDPE (MI = 0. 25, Equistar) and HDPE (MI = 9, Equistar) pellets were processed into polymer sheets using sheet extruder (Model KLB125, Extruders). The die temperature was 375 Â °C. Zone temperatures were all 420 Â °C. Adapter temperature was also 420Â °C. The screw speed was about 20 rpm and the roller speed was set up to 2. 0 rpm. Heat treatment using glass furnace was performed on both polymers. Tensile tests were carried out in order to evaluate the mechanical properties of both LDPE and HDPE. Result and DiscussionCrystallization of PEO The melting tem perature of PEO was determined to be 74. 0Â °C ~ 78. 9Â °C, where the literature melting temperature of PEO is 65Â °C. The polymer melting behavior is a function of the rate of heating5. That the measured melting temperature is higher than the literature value results from the relative high heat rate (20Â °C/ min). Besides, the melting temperature for polymer is a range instead of a single point. The melting temperature depends on the molecular weight of the polymer chain, the thickness of the chain-folded lamellae, the heating rate and the impurity content.Since the PEO samples used contain polymer chains with different size, and they were heat at an inconstant rate, the melting must take place over a range of temperatures. | | | | Figure 1. Micrographs of PEO melting stage at 10X. (a). Full spherulite (red circle) growth at 54. 8Â °C. (b). Spherulite starts to disappear 74. 0Â °C. (c). Spherulite completely disappeared at 78. 9Â °C. A A | B B | C C | D D | Figure 2. Microgr aphs of PEO crystallization stages at 10X. (a). Completely melted polymer. (b). Spherulite start to grow from nucleation site (red circle). (c). Growing of spherulite (red circle). (d).Spherulite structure of PEO and interspherulite boundary. The spherulite consisted of chain-folded crystallites (lamellae) and amorphous region start to grow from the nucleation site at 56. 7Â °C. Individual lamellae are separated by amorphous materials. As shown in Fig. 2 (c), the spherulite keeps growing and getting larger as the recrystallization process continues. When the crystallization of a spherulite structure nears completion, the extremities of adjacent spherulites begin to impinge on one another, forming planar boundaries (Fig. 2 (d)). At 56. 0Â °C, the crystallization process of PEO sample reached completion.Compression Molding A A | B B | Figure 3. Micrographs of middle cut (B) and outer cut (A) of UHMWPE saucer at 20X. The mold is closed with a top force. Pressure is applied to force t he material into contact with all mold areas, and heat and pressure are maintained until the molding material has cured. During that process, particles diffuse together and become one piece. As shown in Fig. 3, the outer cut of the UHMWPE saucer has lower porosity, and the middle section of the saucer has a much higher porosity. The outer region of the saucer was cooled much faster than the middle section of the saucer.Slowing cooling rate in the middle section led to the high porosity. Liquidus polymer shrinks as it solidify into solid leaving a large amount of pores in the middle section. Extrusion and Sheet Extrusion Die swell happened during extrusion as shown in Fig. 4. A flow stream has a constant rate before entering the die. It also occupies a spherical conformation and maximizes the entropy. 6 As it goes through the die, polymer loses its spherical shape and becomes less entangled. Therefore, the entropy is lowered. When polymer melt comes out of the nozzle, the remaining p hysical entanglements cause the polymer melt to relax (i. e. egain a portion of its former shape) and restore the entropy. It appears like the polymer is swelling at the nozzle. Figure 4. Die swelling happened when polymer melt came out of the nozzle. Air cooled LDPE took 3 runs before fracture, and the water cooled LDPE took 2 runs before fracture. As shown in Fig. 5, both water cooled and air cooled LDPE cords have similar elastic modulus and yield strength. However, the air cooled cord has a higher tensile strength but lower percent elongation. Since the degree of crystallinity depends on cooling rate during solidification, the higher the cooling rate , the higher the degree of crystallinity.Increasing in crystallinity increases the hardness but lower the ductility of the polymer cords. Thus, water cooled LDPE cord has higher tensile strength but lower % elongation compared to the air cooled one. Figure 5. Extrusion sample stress vs. strain plot. Red curve represents water cooled LDPE cord, and blue curve represents air cooled LDPE cord. Figure 6. Sheet extrusion sample Stress vs. Strain plot. Blue curve represents heat treated LDPE specimen in rolling direction. Purple curve represents non-heat treated LDPE specimen in rolling direction.Red curve represents non-heat treated LDPE specimen in transverse direction. Green curve represents heat treated LDPE specimen in transverse direction. Figure 7. Sheet extrusion sample Stress vs. Strain plot. Blue curve represents non-heat treated HDPE specimen in rolling direction. Purple curve represents heat treated HDPE specimen in rolling direction. Red curve represents non-heat treated HDPE specimen in transverse direction. Green curve represents heat treated HDPE specimen in transverse direction. Tensile test result of sheet extruded LDPE and HDPE specimens are shown in Fig. 6 and Fig. 7 above.HDPE specimens have higher yield strength, elastic modulus and % elongation. HDPE has a linear chain structure. It was highly packed. Therefore, it has a larger density and higher degree of crystallinity than LDPE. Molecular chains are closely packed in an ordered arrangement in crystalline region. The alignment of the packed chains in crystalline region makes the intermolecular secondary bonding much stronger than it is in amorphous region. Thus, HDPE with higher crystallinity has a much higher strength than LDPE. The heat treated specimen has higher yield strength and tensile strength than non-heat treated specimens.It is also due to the increasing in the percent crystallinity, which makes the polymer harder but less ductile. Further, polymer specimen in rolling direction has higher yield strength and elastic modulus, but lower percent elongation compared to samples in transverse direction. It is because during drawing the molecular chains slip past on another and become highly oriented. This alignment once again enhances the tensile modulus in the direction of drawing (RD), while reduces the tensile st rength in the direction (TD) perpendicular to the rolling direction. Injection Molding Figure 8.Stress vs. Strain plot of HDPE samples processed by injection molding. Figure 9. Stress vs. Strain plot of LDPE samples processed by injection molding. Table 2. Statistic data of HDPE and LDPE samples processed by injection molding. | HDPE| LDPE| | ? y (MPa)| E (GPa)| %EL| ? y(MPa)| E (GPa)| %EL| 1| 19. 317| 0. 41| 163| 5. 29| 0. 040| 131| 2| 23. 216| 0. 44| 265| 5. 38| 0. 050| 155| 3| 23. 77| 0. 49| 69| 6. 302| 0. 049| 144| 4| 24. 142| 0. 78| 509| 6. 408| 0. 058| 141| Average| 22. 61| 0. 53| 251. 50| 5. 85| 0. 049| 142. 75| Standard Deviation | 2. 23| 0. 17| 189. 41| 0. 59| 0. 0073| 9. 8| 95% Confidence Interval | 22. 61Â ±3. 54| 0. 53Â ±0. 27| 251. 50Â ±301. 35| 5. 85Â ±0. 94| 0. 049Â ±0. 012| 142. 75Â ±15. 72| Compared to literature value , P-value| t = 3. 22,Df=3,P

Essay on My Philosophy of Teaching - 1239 Words

Philosophy Because a good education is essential for any person to function in society, the main goal for all public educators should be to give students an education that prepares them for life, college, or the work force. Public education must teach the basic skills that all individuals need to be productive in whatever path of life they take. School should have programs that are geared for students that intend on going to college and good vocational programs for the students that feel college is not the path they want to take. When I become a principal I will try to have more vocational programs in my high school. Receiving a good education is essential in whatever a person plans to do with his or her life. If a person†¦show more content†¦This view of education is very wrong because not everyone fits the academic mold. Many of my friends graduated with a vocational track diploma in electronics or carpentry. They are making fifteen dollars and hour and I am making zero dollars trying to make it through college. My friends are very educated in their area of expertise. Still they had to receive some kind of education to be successful in what they are doing. Secondary education needs to have good vocational programs that allow students to receive certifications in areas such as these. Educators need to realize not all students are bound for college and vocational programs are essential in providing an education for all students. As a teacher I hope that I can change a child’s life. I hope to give them hope in something better than what they may have. I see so many of my high school friends that have done nothing with their life because they feel that they are nothing. Many of them came from poor families that instilled in them that education is not important. Their families tell them that they are poor and poor people can never advance in life. I hope to make them see that being poor does not control their future. I will encourage them to get an education to improve the lifestyle that they have. I hope to motivate my students to reach for their dreams. I believe that with hard work and a strongShow MoreRelatedMy Philosophy Of Teaching Philosophy911 Words   |  4 PagesTeaching Philosophy When I think about my teaching philosophy, I think of a quote by Nikos Kazantzakis, Greek writer and philosopher. 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