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Cooperative Learning In Schools | |
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Introduction and Learning Objectives | |
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Case Study: The Case of Tom | |
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Introducing Cooperative Learning | |
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Group Task | |
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Grouping Practices | |
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Promoting Student Discourse | |
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Cooperative Learning Pedagogy in the Classroom: Teacher's Role | |
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Effective or Expert Teachers | |
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The Impact of Mandatory Testing On Cooperative Learning | |
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Specific Requirements of the No Child Left Behind (NCLB) Law | |
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Why Test? | |
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What Happened? | |
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Teachers' Perceptions of Mandatory Testing | |
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The Case Against Testing | |
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Is Mandated Testing Working? | |
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The Potential to Transform Schools: Using Cooperative Learning Pedagogy | |
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Case Study: Transforming a School: A Principal's Story | |
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School-Wide Cooperative Learning | |
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Teachers Reported Satisfaction with Cooperative Learning | |
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A Comprehensive School Reform Model | |
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Structure and Content: Overview of the Chapters That Follow | |
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Chapter Summary | |
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Practical Activities | |
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Key Components in Establishing Successful Cooperative Groups | |
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Introduction and Learning Objectives | |
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Case Study: An Example of Cooperative Learning in a First Grade Classroom | |
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Cooperative Learning | |
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Positive Interdependence | |
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Practical Activity: Ways of Structuring Positive Interdependence | |
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Promotive Interaction | |
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Practical Activity: Ways of Promoting Interaction | |
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Individual Accountability | |
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Practical Activity: Ways of Ensuring Individual Accountability | |
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Interpersonal and Small Group Skills | |
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Practical Activity: Ways of Ensuring that Children Learn Interpersonal and Small Group Skills | |
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Group Processing | |
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Practical Activity: Ideas for Group Processing | |
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How Long Should Students Work In Cooperative Groups? | |
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Five Key Components for Structuring Cooperative Learning Groups | |
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Bringing It All Together: Understanding the Research | |
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Low-Ability Children | |
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Affective Development | |
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What is Cooperative Learning? | |
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The Role of the Teacher in Establishing Cooperative Learning | |
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Chapter Summary | |
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Practical Activities | |
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Teachers' Discourse to Promote Student Thinking and Learning | |
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Introduction and Learning Objectives | |
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Case Study: Teacher's Dialogue with a Small Group of Students | |
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Teachers' Discourse During Whole-Class, Small Group, and Cooperative Learning | |
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Whole-class Versus Cooperative Learning | |
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Small-Group Versus Cooperative Learning | |
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Communications Skills and Cooperative Learning | |
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Types of Mediated Learning | |
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Pedagogical Practices That Promote Thinking | |
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Case Study: An Exchange between a Teacher and One of the Small Groups in her Fifth Grade Class | |
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Case Study: A Discussion among Students in a Small Group | |
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Case Study: An Exchange between an Eleventh Grade Teacher and a Small Group of Students | |
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Case Study: A Group Discussion among Eleventh Grade Students | |
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Other Ways of Challenging Students' Thinking and Facilitating Interactions | |
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Creating the Learning Environment | |
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Practical Activity: Ways of Creating a Cooperative Learning Environment | |
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Bringing It All Together: Understanding the Research | |
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Chapter Summary | |
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Practical Activities | |
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Strategies to Promote Student Discourse | |
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Introduction and Learning Objectives | |
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Strategies for Helping Students to Dialogue Together | |
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Reciprocal Teaching | |
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Case Study: An Example of the Four Reciprocal Teaching Strategies | |
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Practical Activity: Ways of Teaching Reciprocal Teaching Strategies to Students | |
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Practical Activity: Ideas for Establishing Audience Roles | |
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Collaborative Strategic Reading | |
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Practical Activity: Ways of Introducing CSR to Students to Enhance their Understanding of Text | |
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Scripted Cooperation | |
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Guided Reciprocal Peer Questioning | |
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Ask To Think-Tel Why Strategy | |
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Case Study: Example of Fifth Grade Students Dialoguing Together Using the Ask to Think-Tel Why Questioning Strategies | |
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Self-Regulated Strategy Development | |
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Bringing It All Together: Understanding the Research | |
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Chapter Summary | |
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Practical Activities | |
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Group Composition | |
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Introduction and Learning Objectives | |
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Harnessing the Power of the Group: Productive Small Groups | |
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Case Study: Students' Perceptions of Mixed-Ability Groupings in Their Classroom | |
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Ability Groupings | |
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Catering For Students with Diverse Needs | |
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Practical Activity: Ideas for Establishing Mixed-Ability Groups | |
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Gender Groupings | |
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Teachers' Perspectives on Grouping Students | |
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Friendship Groupings | |
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Practical Activity: Ideas for Establishing Friendship Groups | |
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Status | |
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Case Study: Enhancing Mandy's Low-Status in her Group | |
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Multiple Intelligences | |
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Interest Groupings | |
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Surveying Students' Interests | |
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Computer Technology Groupings | |
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Promoting Student Talk | |
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Case Study: Preparing a Power Point Presentation on Nicotine | |
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Practical Activity: Ideas for Establishing Computer Groupings | |
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Bringing It All Together: Understanding the Research | |
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Chapter Summary | |
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Practical Activities | |
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Assessing Small Group Learning | |
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Introduction and Learning Objectives | |
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Case Study: Teachers' Reports on How They Assess Small Group Learning | |
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Formative Assessment | |
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Curriculum-Based Assessments | |
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Peer Assessment | |
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Computer-Supported Peer Assessment | |
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Practical Activity: Conducting Formative Assessments of Small Group Learning | |
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Summative Assessment | |
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Criterion-Referenced Assessments | |
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Authentic Assessments | |
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Using Authentic Assessments in Different Contexts | |
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Case Studies | |
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Portfolios | |
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Exhibitions of Performance | |
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Problem-Base Inquiries | |
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Problem-Based Learning Using Formative and Summative Assessments | |
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Key Points on Summative Assessments and their Purposes | |
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Practical Activity: Conducting Summative Assessments of Small Group Learning | |
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Bringing It All Together: Understanding the Research | |
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Chapter Summary | |
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Practical Activities | |
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Teachers' Responsibilities in Establishing Cooperative Learning in their Classrooms | |
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Introduction and Learning Objectives | |
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Case Study: A High School Teacher's Experience with Cooperative Learning | |
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Creating a Cooperative Learning Environment | |
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Student-Centered Learning | |
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Negotiate Expectations for Small Group Behaviors | |
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Developing Communication Skills for Group Discussion | |
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Specific Metacognitive Skills That Promote Discourse | |
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The Teacher's Role In Promoting Mediated-Learning | |
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Developing Appropriate Helping Behaviors | |
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Choosing Tasks for Small Group Discussions | |
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Monitoring Students' Progress and Evaluating Outcomes | |
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Case Study: Developing Criteria for Assessing Group Outcomes in Sixth Grade | |
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Chapter Summary | |
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Practical Activities | |
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Future Developments in Using Small Groups | |
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Introduction and Learning Objectives | |
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Comprehensive School Reform (CSR) | |
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Case Study: Two Middle School Teachers' Experiences with a Comprehensive School Reform Program | |
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The Implications of CSR Programs for Democratic and Learner-Centered Teaching Practices | |
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Student Participation in Negotiating Opportunities for Learning | |
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Practical Activity: Helping Schools Establish Positive Learning Environments | |
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The Impact of Computer Technology on Small Group Learning | |
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The Implications for Designing Classrooms of the Future | |
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The Importance of Teamwork and Communication | |
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Chapter Summary | |
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Practical Activities | |
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Glossary | |
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References | |
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Index | |
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About the Author | |