Ministry of higher and secondary special education uzbekistan state university of world languages department of theoretical sciences of english language

Collaborative learning
Students feel they are an important and included factor in the daily instruction of the school by making them part of a team working towards a meaningful goal that fosters skills. ability to think more critically and creatively (Karlsson, 2017). It also helps them understand different points of view and learn more about how their views are formed own opinion (Symeonidis, 2016). With the right amount of instruction and culturally appropriate learning materials provided in each collaborative mission, it had a positive impact in many ways. Unfortunately, studies like Baker's study show that teamwork is sometimes a double-edged sword (2010). It can be difficult to ensure that every student participates, but if educators ensure that each student is assigned a specific role and purpose in their respective groups, many problems will be solved. decide. Overall, many studies have demonstrated that the benefits outweigh the risks.
In 2010, Pasi Sahlberg and Elona Boce conducted a study in which they observed 303 lessons given in a ninth grade classroom. On average, 32 minutes of a 45-minute lesson consists entirely of a teacher lecture, including the lecture and reading comprehension questions posed to students (Salhberg & Boce, 2010). The rest of the time was spent mainly answering the teacher's questions and remaining silent (Salhberg & Boce, 2010). This study validated the idea that teaching methods are often monopolized by conventional lectures and Q&A exercises, and that the knowledge that students encounter in the classroom is merely receptive. organized information given by teachers and memorized facts (Salhberg & Boce, 2010). This leaves no room for students to think critically or interpret information cooperatively, and they end up playing a passive role in education (Salhberg & Boce, 2010). They explain that although cooperative learning is often cited as a successful alternative to traditional teaching, it is rarely practiced. One of the main reasons why cooperative learning is not widely used in classrooms is what Sahlberg and Boce explain is that educators want to follow the school's culture and want to follow the model of the school. what has always been done (2010). Studies continue to demonstrate that students lead in learning and other collaborative learning strategies have a significant positive impact on learning, but without their implementation in the classroom, the quality of education will continue to stagnate.