COLLABORATIVE LEARNING AND BLOOM'S TAXONOMY TOGETHER FOR QUALITY EDUCATION
DOI:
https://doi.org/10.47820/recima21.v4i2.2655Keywords:
working in the classroom with activities that permeateAbstract
Through this study, an approach focused on the discourse that deals with the importance of working in the classroom with activities that permeate collaborative learning of students, in view of bloom taxonomy, will be made. This pedagogical practice is important because, in addition to working on the cognition of students, it agencies a greater interaction between individuals, in the educational field, for example, there is talk of an interaction between students with students, students with teachers, students with their books and much more. All this, having as main objective to favor learning, in view of all contributions resulting by situations of collaboration in activities made in groups. Thus, this study will present its theoretical part based on a bibliographic research and, finally, it will present an activity based both on Collaborative Learning, as well as in bloom taxonomy. With this, it is clearly understood that, from the moment students are guided to work collectively and collaboratively, in addition to learning the contents studied together, together they will also learn to listen to new voices, make decisions and will start to understand better and simplify problems that will be presented to them to solve new activities, in which they can also take advantage of Collaborative Learning.
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