At the same time teachers are learning a new way to teach, students are learning a new way to learn - along with the content being taught. Just as students can learn better when working with peers, so too can teachers; the benefits of teachers working together with colleagues are also described. Introduction What Is Cooperative Learning? What classroom management techniques might work well with CL?
How might the room be arranged for CL? Principle: Heterogeneous Grouping How can I form cooperative groups? How can I help my students work together smoothly? What are some strategies for team building? Principle: Positive Interdependence What is positive interdependence? How can I help my students develop positive interdependence?
How can we encourage an "all for one, one for all" spirit among students? Principle: Individual Accountability How can I encourage all students to participate and learn? How can I help students learn to take responsibility for their group?
The Teacher's Sourcebook for Cooperative Learning | Corwin
Principle: Simultaneous Interaction How can I give students lots of opportunities to express their ideas? Should students report on their group work to the whole class? How can I encourage students to explain their thinking to their group?
Principle: Equal Participation How can I promote equal participation in groups? How might CL help with differences in student ability levels?
- Learning Disabilities Sourcebook.
- Also by Lisa A. Kurtz.
- Responding To A Promotion?.
- Starfish, Jellyfish and order of life.
- Promised Land: Thirteen Books That Changed America.
- Book Details;
What about the students whose main strengths do not lie in academic skills? Principle: Collaborative Skills Is it necessary to teach students how to cooperate? Can students learn collaborative skills while learning content, or does it have to be done separately? How might cooperative learning help students develop thinking skills? Principle: Group Autonomy How can I help groups become more independent of the teacher?
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How much should I intervene when students are working in their CL groups? What is the teacher's role when students have become more autonomous? Assessment in Cooperative Learning How can I assess learning in cooperative groups? What are my options for grading students, and what are the pros and cons of giving all group members the same grade? How might I involve students in assessing themselves and each other?
What about assessing how cooperative students are? What if there is an uneven number of students? How long should CL groups stay together? What if students want to choose their own partners?
How can CL work when students don't believe they can learn from their peers? Should anything special be done when groups end? Should I use time limits with group tasks? Won't there be a lot of disruption and wasted time while students are moving into groups? How can I quickly get students' attention when they are working in groups?
How do you deal with groups that are too noisy? What if some groups are not carrying out the task or activity properly?
Is it a problem when groups finish at different times? How can group reporting be a learning experience for everyone in the class? How can I listen in as students are working together in their groups? How can I find the time necessary to prepare structured CL activities? How are CL lessons different from teacher-fronted lessons? Won't group activities take too long? Won't students complain about using the same CL technique, or even using CL, again and again? What if CL tasks are too difficult for students of different ability levels? Enhancing Thinking When Using CL How can I encourage students working in groups to show creativity or other evidence of higher-order thinking?
How can I ensure that group members avoid reaching quick consensus and have richer discussions? How do I use CL with students learning in a second language? How should we respond when students use their first language in CL groups using another language? How do I use CL with large classes? Either by signing into your account or linking your membership details before your order is placed.
Learning on Their Feet: A Sourcebook for Kinesthetic Learning Across the Curriculum K-8
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It describes the behaviors of numerous learning differences plus medical psychosocial issues that interfere with learning and provides parents and educators with all the information they need to successfully manage the special needs of a child with a learning difference.
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