Situation: Discusses the application of cooperative learning principles in a testing situation and how these experiences benefit students both in the classroom and clinical settings.
Background: Any familiar with learning styles should also know that in 2009, the Association for Psychological Science produced a report contradictory to nearly 30 years of widespread support. However, the use of assessing and adapting to learning styles of students is still utilized by many teachers in various classrooms. At the beginning of each class term, educators must quickly mesh together teaching strategies that can invigorate the majority of the class. Cooperative Learning is a newer method utilizing small groups to encourage shared peer to peer learning and teaching. As more schools find ways to incorporate these strategies into curriculum, they are finding success in creating new and innovative solutions for chronic issues. In this example, Cooperative Learning is applied within a testing situation.
Abstract: No abstract provided.
Review: Both the current generation of students, known as the “net generation” and Cooperative Learning are briefly introduced. Then, procedures for Cooperative Learning in a testing situation are described step by step. Overall, feedback is positive as students are able to immediately discuss through exam questions with the opportunity of increasing their exam score. Negative feedback is centered towards student disagreement which in turn allows for a teaching moment by faculty to clarify material.
During nursing school, this cooperative sessions usually would occur in the hallways as students would discuss questions and answers. Adapting this reoccurring event into a controlled and beneficial activity, generates a great opportunity for students and faculty.
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Hanson, M., & Carpernter, D. (2011). Integrating cooperative learning into classroom testing: implications for nursing education and practice. Nursing Education Perspectives, 32(4), 270-273. doi:10.5480/1536-5026-32.4.270