| Introduction |
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ix | |
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What Is Cooperative Learning? |
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ix | |
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The Benefits of Cooperative Learning |
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xi | |
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How to Get the Most From This Book |
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xi | |
| About the Authors |
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xv | |
| Part I. Getting Started With Cooperative Learning |
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1 | (110) |
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1 Principle: Cooperation as a Value |
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3 | (12) |
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How can I get my class started using cooperative learning (CL)? |
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What classroom management techniques might work well with CL? |
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How might the room be arranged for CL? |
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2 Principle: Heterogeneous Grouping |
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15 | (16) |
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How can I form cooperative groups? |
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How can I help my students work together smoothly? |
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What are some strategies for teambuilding? |
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3 Principle: Positive Interdependence |
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31 | (14) |
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What is positive interdependence? |
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How can I help my students develop positive interdependence? |
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How can we encourage a "one for all, all for one" spirit among students? |
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4 Principle: Individual Accountability |
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45 | (12) |
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How can I encourage all students to participate and learn? |
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How can I help students learn to take responsibility for their group? |
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5 Principle: Simultaneous Interaction |
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57 | (10) |
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How can I give students lots of opportunities to express their ideas? |
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Should students report on their group work to the whole class? |
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How can I encourage students to explain their thinking to their group? |
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6 Principle: Equal Participation |
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67 | (12) |
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How can I promote equal participation in groups? |
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How might CL help with differences in student ability levels? |
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What about the students whose main strengths do not lie in academic skills? |
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7 Principle: Collaborative Skills |
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79 | (12) |
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Is it necessary to teach students how to cooperate? |
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Can students learn collaborative skills while learning content, or does it have to be done separately? |
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How might cooperative learning help students develop thinking skills? |
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8 Principle: Group Autonomy |
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91 | (12) |
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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? |
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What is the teacher's role when students have become more autonomous? |
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9 Assessment in Cooperative Learning |
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103 | (8) |
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How can I assess learning in cooperative groups? |
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What are my options for grading students, and what are the pros and cons of giving all group members the same grade? |
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How might I involve students in assessing themselves and each other? |
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What about assessing how cooperative students are? |
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| Part II. Frequently Asked Questions About Cooperative Learning |
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111 | (46) |
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10 Preparing Our Classes for Cooperative Learning |
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113 | (4) |
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What size should groups be? |
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113 | (1) |
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What if there is an uneven number of students? |
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114 | (1) |
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How long should CL groups stay together? |
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114 | (1) |
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What if students want to choose their own partners? |
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115 | (1) |
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How can CL work when students don't believe they can learn from their peers? |
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115 | (1) |
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Should anything special be done when groups end? |
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116 | (1) |
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11 Managing Cooperative Learning Classes |
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117 | (8) |
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Isn't CL a recipe for behavioral chaos? |
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117 | (1) |
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Should I use time limits with group tasks? |
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118 | (1) |
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Won't there be a lot of disruption and wasted time while students are moving into groups? |
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119 | (1) |
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How can I quickly get students' attention when they are working in groups? |
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119 | (1) |
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How do you deal with groups that are too noisy? |
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120 | (1) |
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What if some groups are not carrying out the task or activity properly? |
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121 | (1) |
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Is it a problem when groups finish at different times? |
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122 | (1) |
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How can group reporting be a learning experience for everyone in the class? |
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123 | (1) |
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How can I listen in as students are working together in their groups? |
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124 | (1) |
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125 | (6) |
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How often should I use CL? |
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125 | (1) |
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How can I find the time necessary to prepare structured CL activities? |
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126 | (1) |
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How are CL lessons different from teacher-fronted lessons? |
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126 | (1) |
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Won't group activities take too long? |
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127 | (1) |
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Won't students complain about using the same CL technique, or even using CL, again and again? |
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128 | (1) |
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What if CL tasks are too difficult for students of different ability levels? |
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128 | (3) |
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13 Enhancing Thinking When Using CL |
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131 | (4) |
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How can I encourage students working in groups to show creativity or other evidence of higher-order thinking? |
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131 | (1) |
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How can I ensure that group members avoid reaching consensus and have richer discussions? |
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132 | (3) |
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14 Using CL in Special Situations |
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135 | (6) |
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How do I use CL with preschool and lower elementary school students? |
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135 | (1) |
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How do I use CL with students learning in a second language? |
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136 | (2) |
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How should we respond when students use their first language in CL groups using another language? |
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138 | (1) |
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How do I use CL with large classes? |
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139 | (2) |
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15 Helping Groups That Aren't Functioning Well |
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141 | (8) |
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What can I do when students don't get along with their groupmates? |
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141 | (2) |
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My students argue with one another. How can I turn arguing into productive disagreement? |
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143 | (1) |
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What can I do about students who don't participate much in CL activities? |
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143 | (1) |
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What about students who really want to work alone? |
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144 | (1) |
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What about students who dominate the group? |
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144 | (2) |
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What can I do when less able students hurt their group's performance? |
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146 | (1) |
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What can I do when students give each other the wrong information? |
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147 | (1) |
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What can I do when there is cooperation within groups but not between groups? |
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148 | (1) |
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16 Collaborating With Other Teachers |
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149 | (4) |
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Most other teachers at my school don't seem interested in CL. Should I give up on them? |
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149 | (1) |
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A few other teachers I know are using CL. How can we help each other? |
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150 | (1) |
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What goals should my teacher support groups strive for? |
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150 | (1) |
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With what other changes in teaching does CL fit well? Why? |
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151 | (2) |
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17 Working With Administrators and Parents |
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153 | (4) |
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How can I respond to administrators and parents who worry that CL won't prepare students for multiple-choice tests such as the SAT? |
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153 | (1) |
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Will CL give me enough time to cover the syllabus and finish the textbook? |
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154 | (1) |
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How can I work with administrators who do not support CL? |
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155 | (2) |
| Part III. Resources for Cooperative Learning |
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157 | (6) |
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157 | (2) |
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159 | (4) |
| Index |
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163 | |
Lisainfo e-raamatute kohta