The cooperative learning groups Ms. Cecila Celina created for all five of her classes were planned through. Ms. Celina was able to organize her five classes into groups by individual grades and the performance of a student’s group. The individual grades were decided upon seeing if the lesson was mastered independently while completing the assignment. The group-based grade was decided on the dependency of one another while completing the assignment. One specific way Ms. Celina decided to grade the work was by implementing the 60 percent of student individual work. Next, a decision was made in deciding to also include 40 percent based on collective efforts. The percentage of the 60-40 split (Popham, 2020), uses examinations to student’s knowledge. Teachers in societyÂ todayÂ use this method as well while some teachers use the percentage when grading. The 60-40 split brings clarity to examining each student through assessment of written examination and group oral presentations. Cooperative learning is impacted into an organized classroom with high effective learning is found. Great structures are included in cooperative learning such as individual responsibility, collective group ideas, and social interaction with a positive impact. One of the teachers mentioned Fred Florie, however, expressed the opinion of disagreeing with the 60-40 split.Â
Â Â Â Fred could not seem to understand the unique skill Ms. Celina planned to use for the students in the five classes she teaches. If I were Cecilia, I would decide to modify the 60-40 split. Cecilia believed that she had three decision of options to choose from to help estimate each student’s progress and accomplishments after grading. Modifying the 60-40 split will help classify each student’s performance on the assessment. It will allow Ms. Celina to discover any missed learned materials that the student has failed to learn. The outcome will lead to instructional learning and repeated learning strategies.
If I were Cecilia, what would my decision be? I would first like to start with the four important things that I need to do as a teacher. One spell out clearly nature of our intended of the test scores in relation to the particular use that is decision to which those scores will be put, two come up with propositions that must be support if those intended interpretation are doing to be accurate, three collect as much relevant evidence as in practical bearing on those propositions, and four synthesize the whole works in a convincing validity argument showing that score=based interpretations are likely to be accurate. Cecilia cooperative large group is a great way that students help students learn the lesson, because most of the student grade is come from his or her own individual work and the other 40 percent is come from the group, any she only used the 60-40 sprit when she grades written exam or oral presentation. Cecillia also finds that cooperative learning group that students was willingly help other students prepare for important exams. Group -influenced Grading, I don’t think that group students together to do project is hurt any of the students, if anything its help students work together in class to meet the exceptions and goals for their education. If Cecillia have three decision she must make than she need to consider the four important thing about how group- influenced grading, is this way of teaching help the students, how will the student scores on tests and will the group work be accurate to the students test.Â Â Â
Â Â Â Celcilia Celina has incorporated cooperative learning into her classroom, which will be beneficial to each individual student within the groups. Students learn from each other in cooperative learning groups. Celcilia Celina believes in cooperative learning for her classroom. The grading system 60-40, I think is awesome because the students will be motivating each other to excel in the classroom.Â
Fred Flories, a colleague disagrees with her grading method (60-40) because he doesn’t think that the grade is valid, based on the rubric that Celcilia Celina is using to grade her students’ work, orally and written (Popham p. 102). I believe cooperative learning would work if the teacher is being very observant of each group, by making sure that every student in participating in the groups. I understand what Mr. Flories is basically saying about the students are receiving grades based on other students efforts. Mr. Flories isn’t considering how this method of cooperative learning will be beneficial for all students within the group. Mr. Flories’s focus is just on the 60-40 grading system in my opinion.
I wouldn’t change anything because cooperative learning works and although there’s some questions about validity, but if the system is working for the students and if the teacher is monitoring the participation correctly, then I will continue to incorporate cooperative learning in my classroom. There are students that need that one one one tutoring each day and students can be motivated by their peers within their groups.