This guidebook discusses cooperative learning at the middle school level and provides lesson plans that use cooperative learning techniques in various subject areas. Part 1 details three classroom organizational options and the elements of cooperative learning; examines the major types of cooperative learning; reviews the importance of developing the social skills needed in conjunction with cooperative learning; and provides suggestions for initiating cooperative learning in the classroom. Part 2 contains 52 lesson plans in art, mathematics, music, reading/language arts, science, and social studies, each of which was submitted by active middle school teachers. Each lesson plan includes a clear description of the subject to be taught and the expected learning outcome, a description of the lesson procedures, and the materials necessary to conduct the lesson, many of which are reproducible. (MDM)
This guidebook discusses cooperative learning at the middle school level and provides lesson plans that use cooperative learning techniques in various subject areas.
This is an exploration of the fundamentals of co-operative learning which explains its theoretical and research foundations. This book also provides real-life examples and lesson plans for creative co-operative group instruction, co-operative classroom management, and assessment and problem solving. It is designed to help students develop a repertoire of instructional strategies, exploring multiple approaches and methods. It also presents explicit suggestions for modifying standard lessons (objectives, materials and the environment) in order to meet the needs of diverse and exceptional learners.
The data analyses for students' attitudes toward learning math transformation skills found one significant interaction between instructional strategy and classroom environment specifically for boys' attitudes toward their Teacher Perception (T). The analysis also found two significant main effects for classroom environment in boys' Confidence in Math (C) and girls' Usefulness of Math (U) attitude scores. No significant main effects for instructional strategy were found. The data analyses for attitudes showed no significant interaction or main effects for instructional strategy and classroom environment for whether boys and girls perceived math as a male domain (M).
Data was sorted into four areas: sectional rehearsals, chamber music rehearsals, action research, and the story of the cellos. Implications for future research and teaching are included.
Data was sorted into four areas: sectional rehearsals, chamber music rehearsals, action research, and the story of the cellos. Implications for future research and teaching are included.
Describes different forms of professional development for cooperative learning and shows how the use of cooperative learning in professional development is leading to new insights into teaching and professional growth in schools.
Describes different forms of professional development for cooperative learning and shows how the use of cooperative learning in professional development is leading to new insights into teaching and professional growth in schools.
Cooperative learning was found to have large positive effects on motivation and strategy use, and medium-to-large positive effects on grammar achievement. Overall, the findings indicated a consistent pattern in favor of cooperative learning over whole-class instruction in teaching the Taiwanese learners English grammar. The results of the exploratory questions indicated that cooperative learning facilitated motivation and strategy use of learners across all subgroups, but more so with those performing at higher and lower levels. Grammar achievement of learners at higher and lower levels was affected positively. Additional analyses also indicated cooperative learning positively affected learning at higher cognitive levels. Implications for future research and for curriculum and instruction are addressed.
Additional analyses also indicated cooperative learning positively affected learning at higher cognitive levels. Implications for future research and for curriculum and instruction are addressed.
This volume is a collection of theoretical and practical cooperative strategies, models, and frameworks that support and enhance the improvement of thinking in the classroom. Chapter authors provide educators with a wide range of effective cooperative thinking approaches for both small- and large-group cognition and metacognition, and show the value of such constructs in improving student thinking performance. Each chapter includes suggestions for practice and implementation of the authors' ideas.
This volume is a collection of theoretical and practical cooperative strategies, models, and frameworks that support and enhance the improvement of thinking in the classroom.
