ACTIVE LEARNING: COLLABORATIVE STRATEGIES TEACHING ON HISTORY
Author: Mrs. Anita Nitin Sanap
In the traditional approach to History teaching, most class time is spent with the teacher lecturing and the students listening. The students work individually on assignments, and cooperation is discouraged. Such teacher-centered instructional methods have repeatedly been found inferior to instruction that involves active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class, and collaborative learning, in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability. This conclusion applies whether the assessment measure is short-term mastery, long-term retention, or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills.