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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 | |