Talk:Team learning
 | This article has not yet been rated on Wikipedia's content assessment scale. It is of interest to the following WikiProjects: | ||||||||||
| |||||||||||
I think that its important that this page is kept and written to a higher standard.
Which I can do on Sunday 4th March.
Contribution about team learning in Indigenous communities of the Americas[edit]
We're working on this edit for a psychology course at UCSC focused on traditional Indigenous ways of learning. We want to add more context to the first section of the page as well as a section on indigenous ways of learning of the Americas.
Planned edit for the first section
Is the collaborative effort to achieve a common goal within the group. The aim of team learning is to attain the objective through dialogue and discussion, conflicts and defensive routines, and practice within the group. In the same way, indigenous communities of the Americas exhibit a process of collaborative learning.
Plan to add in a whole new section
An informal type of learning style that has been observed in Indigenous communities of the Americas is learning by observing and pitching in (LOPI). In Indigenous ways of learning, children are viewed as regular participants of the community, and are expected to meaningfully contribute to community and family goals[1]. Children are able to work collectively with adults because they learn by observing their parents or other adults, and participating in family and community activities.[2] As seen in Central American children, home chores are considered opportunities to develop solidarity within the family, and the children express pride in working along with their parents.[3]
Indigenous children and indigenous heritage children exhibit an eagerness to contribute and belong as valued members of their community and family. The children’s intent collaboration is due to the reciprocity[4] in Indigenous social relationships[5],and the cultural value system of being helpful (acomedio/a).[6] In the Mexican Indigenous community of Mazahua, school children show responsibility, initiative, and autonomy by contributing in their classroom by completing classroom activities as a whole class, assisting, and correcting their teacher during lectures.[7] The collaborative effort of the Mazahua students was necessary in order to achieve the goals of the class.
The social organization observed in Indigenous communities of the Americas is collaborative, characterized by fluid coordination and flexible leadership roles.For example, U.S. Indigenous Mexican heritage students, worked nonverbally, anticipating their partner's contributions, and building upon each others contributions and directions with specific proposals.[8] Nocutzepo families integrate children and youth in family and community practices, such as managing store businesses, preparing food for food stands, and taking care of younger children.[9]
References
- ^ Glăveanu, Vlad (2011). "On culture and human development: Interview with Barbara Rogoff". Europe's Journal of Psychology. 7 (3): 408-418. doi:10.5964/ejop.v7i3.141.
- ^ Rogoff, Barbara (2014). "Learning by observing and pitching in to family and community endeavors: An orientation". Human Development. 57 (2–3): 69-81. doi:10.1159/000356757.
- ^ Coppens, Andrew D; Alcala, Lucia; Mejia-Arauz, Rebeca; Rogoff, Barbara (2014). "Children's Initiative in Family Household Work in Mexico". Human Development. 57: 116-130. doi:10.1159/000356768.
- ^ Coppens, Andrew D.; Silva, Katie G.; Ruvalcaba, Omar; Alcala, Lucia; Lopez, Angelica; Rogoff, Barbara (June 2014). "Learning by Observing and Pitching In: Benefits and Processes of Expanding Repertoires". Human Development. 57 (2–3): 1159/000356770.
{{cite journal}}: More than one of|pages=and|page=specified (help) - ^ Paradise, Ruth; De Haan, Mariette (2009). "Responsibility and Reciprocity: Social Organization of Mazahua Learning Practices". Anthropology & Education Quarterly. 40 (2): 187–204. doi:10.1111/j.1548-1492.2009.01035.x.
- ^ Alcala, Lucia; Rogoff, Barbara; Mejia-Arauz, Rebeca; Coppens, Andrew D.; Dexter, Amy L. (2014). "Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico". Human Development. 57: 96–115. doi:10.1159/000356763.
- ^ Paradise, Ruth (1994). ""The autonomous behavior of indigenous students in classroom activities." Education as cultural construction: Explorations in socio-cultural studies". 4: 89–95. doi:84-88926-00-6.
{{cite journal}}: Check|doi=value (help); Cite journal requires|journal=(help) - ^ Ruvalcaba, Omar (2015). "Cultural Differences in Children's Pair Collaboration: Engaging Fluidly Versus Managing Individual Agendas in a Computer Programming Activity": 1-53.
{{cite journal}}: Cite journal requires|journal=(help) - ^ Urrieta, Luis (September 2013). "Familia and Comunidad-Based Saberes: Learning in an Indigenous Heritage Community". Anthropology & Education Quarterly. 44 (3): 320–335. doi:10.1111/aeq.12028.
Working on this for a class[edit]
Bibliography:
http://blog.hrmexpertise.nl/downloads/VanderVegtAMJ2005.pdf
http://files.eric.ed.gov/fulltext/ED237623.pdf
http://cmapspublic.ihmc.us/rid=1226754936343_947523016_15802/Team%20Learning%20From%20Mistakes.pdf
http://files.eric.ed.gov/fulltext/ED370188.pdf
https://cme.ucsd.edu/docs/passive_to_active_learning-syllabus.pdf#page=83
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1248&context=podimproveacad
http://brando.med.uiuc.edu/facultydev/classroom/interactivemethods/Hunt.pdf
My plan:
My plan is to mainly beef up the research content of the article making it more reputable. I can't see too far down the road because this is my first time editing an article. The plan is to first read and then sort the ideas of the research.
Peterhmasters (talk) 01:02, 5 October 2015 (UTC)