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On Taking the Positive Psychology Based Cooperative Learning (PPBCL) To Teacher Educators with an Experiential Exposure

The presentation meant for teacher education and research in teaching at higher education level

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On Taking the Positive Psychology Based Cooperative Learning (PPBCL) To Teacher Educators with an Experiential Exposure

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  1. On Taking the Positive Psychology Based Cooperative Learning (PPBCL) To Teacher Educators with an Experiential Exposure ~Lalit Kishore

  2. Rationale • Need to bring cooperative learning strategies to the center stage with new technologies as one of the many supportive tools that aid learning. • Towards classroom environment, space and activities for sharing knowledge and pro-social learning experiences. • Making a shift toward positive psychological foundations of classroom instruction

  3. Basic elements of cooperative learning Brown & Ciuffetelli (2009): Elements are: • positive interdependence; • face-to-face supportive and promotional interaction; • individual and group accountability; • social skills; and • group processing. Brady & Tsay (2010) in their study have found that cooperative learning methods ~are usually equally effective academically for all ability levels; ~they increases self esteem and self concept; ~ and they break social barriers through positive interactions and sense of belongingness.

  4. Positive Psychology as applied to education According to Compton (2005), positive psychology believes in ~recognizing and nurturing the potentials, ~human values and talents to make life more fulfilling. An overview of the work in positive psychology by Peterson (2006) reveals that the mental states of pleasure or flow, values, strengths, virtues, talents, as well as the ways that they can be promoted by social systems, social relationships, esteem building and enabling experiences and institutions are its main areas of study.

  5. Objectives • To prepare a structured experiential session on cooperative learning with elements of positive psychology for teacher educators • To collect and analyse participants’ reaction to the intervention

  6. Method and Procedure Method • The intervention cum action research methodology • The quota sample of 49 teacher educators between the age group 30-50 years participated in the intervention. The procedure adopted the study consisted of the following steps: • Developing the concept of CL on the chalk board with interactive mind mapping method [20 minutes]; • Reciprocal questioning CL technique for small group learning [30 minutes]; • Power point presentation of various CL techniques [30 minutes]; and • Group work on summary writing on the session in 150-200 words and presentations [30 minutes]. • The sign-test analysis of participants’ reactions to the session on cooperative learning with the elements of positive psychology was done.

  7. Reflections and implications • Intervention validated the advantages of cooperation in learning as positive value • One time exposure to a new practice does not lead to its transfer to classroom processes of the teacher educators. • It requires a follow up with a support system. • Implication :it should be taken to the classroom for improving the mental health of both teachers and students at every level of education.

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