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Lateral communication is the exchange, imparting or sharing of information, ideas or feelings between people within a community, peer groups, departments or units of an organization who are at or about the same hierarchical level as each other for the purpose of coordinating activities, efforts or fulfilling a common purpose or goal
Comprehension: Demonstrating an understanding of facts and ideas by organizing and summarizing information. Application: Using acquired knowledge to solve problems in new or unfamiliar situations. Analysis: Breaking down information into parts to understand relationships, motives, or causes.
In group-based cooperative learning, these peer groups gather together over the long term (e.g. over the course of a year, or several years such as in high school or post-secondary studies) to develop and contribute to one another's knowledge mastery on a topic by regularly discussing material, encouraging one another, and supporting the ...
It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise. This person is known as the "more knowledgable other." [ 1 ] The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last three years of his life. [ 2 ]
Peer assessment, or self-assessment, is a process whereby students or their peers grade assignments or tests based on a teacher's benchmarks. [1] The practice is employed to save teachers time and improve students' understanding of course materials as well as improve their metacognitive skills.
Peer feedback is a practice where feedback is given by one student to another. Peer feedback provides students opportunities to learn from each other. After students finish a writing assignment but before the assignment is handed in to the instructor for a grade, the students have to work together to check each other's work and give comments to the peer partner.
Small groups—students work on assignments in groups of three or four. Workshops—students perform various tasks simultaneously. Workshop activities must be tailored to the lesson plan. Independent work—students complete assignments individually. Peer learning—students work together, face to face, so they can learn from one another.
Peer learning, based on jointly generated evidence, is also an effective means to build capacity and foster scientific excellence. The body of knowledge it generates is a powerful tool for the development of evidence-based policy. [23] Guilmette suggests that peer learning is useful in the development context because