The efficiency of differentiated learning - independent learning situations versus collaborative learning
The efficiency of differentiated learning - independent learning situations versus collaborative learning

Summary/Abstract: Current Romanian education emphasizes pupil group action in learning situations frontal organized, independently or in micro-groups. Thus, differentiated learning suffers, because it requires an individualized learning, and not just individual; there is necessary to alternate the organizing forms of learning situations, so they to produce progress in pupils’ learning. Using the method of the experiment, the undertaken research project has studied the impact of organizing individual learning situations compared to harmonizing the organizing forms of cooperative learning on pupil achievement in primary education. The experiential research sample consisted of 2 teachers and 56 pupils of class II. The control group comprised a class of 27 pupils, who have carried on an individual learning activity. The experiential group comprised 29 pupils who have carried out an activity based on the harmonizing different organizing forms of collaborationlearning. In the final assessment test, the results obtained by pupils confirmed the research hypothesis, demonstrating that in order to efficiently achieve the differentiated learning there is required a combination of organizing forms of learning and a stimulus for pupils’ collaborationwhich to increase their motivation for learning.

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