A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom

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ISBN 13 :
Total Pages : 140 pages
Book Rating : 4.:/5 (823 download)

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Book Synopsis A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom by : Susan Robinson

Download or read book A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom written by Susan Robinson and published by . This book was released on 2012 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative phenomenological study sought to explore the perceptions of experienced teachers regarding cooperative learning training and its implementation in the classroom. Twelve total participants, nine teachers and three administrators, volunteered for this six-week study at a private, K3 - 12 school in Broward County, Florida. The study's purpose was guided by the following questions: (1) What do experienced teachers perceive about cooperative learning training as it relates to their classroom teaching? (2) What do experienced teachers perceive regarding cooperative learning use as it relates to their classroom teaching? (3) What are the impacts of cooperative learning training and implementation on experienced teachers? (4) What challenges do experienced teachers face when implementing cooperative learning structures in their classrooms? The participants in this study took part in multiple cooperative learning training sessions and were then observed for six weeks using the strategies taught during training. Following the observation period, I interviewed the participants to document their perceptions about cooperative learning training and its use in their classrooms. Data analysis revealed that study participants perceived the training sessions and actual implementation of cooperative learning to be overall positive experiences. They also revealed that challenges existed with implementing cooperative learning. These implications are explored and further recommendations for administrators and school systems are discussed along with suggestions for further investigation.

High School Teachers' Perceptions of the Implementation and Effectiveness of Cooperative Learning

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ISBN 13 :
Total Pages : 121 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis High School Teachers' Perceptions of the Implementation and Effectiveness of Cooperative Learning by : Heidi Quarracino

Download or read book High School Teachers' Perceptions of the Implementation and Effectiveness of Cooperative Learning written by Heidi Quarracino and published by . This book was released on 2018 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the perceptions of high school teachers regarding implementation and effectiveness of cooperative learning. Forty-one high school teachers in 12 public school districts in Pennsylvania volunteered to participate in this study. The data were collected using an on-line survey based on the Cooperative Learning Implementation Questionnaire (CLIQ) by Abrami, Poulsen, and Chambers (2004) and phone interviews. The results indicate the participants had varied definitions of cooperative learning and generally agreed cooperative learning is a valuable instructional strategy. Teachers also reported high levels of self and student efficacy in general and in their ability to implement and participate in cooperative learning. Cultivation of 21st century skills was not cited as a major reason for using cooperative learning in the classroom. Participants reported various levels of use of cooperative learning in their classrooms and identified several obstacles to its use such as pressure to cover curriculum and improve test scores, difficulty assessing individual students, off-task behavior, and task completion. The participants also cited several supports necessary to the successful implementation of cooperative learning in high school, such as ongoing professional development which includes teacher modeling and observation, more time to cover curriculum, and a school culture which supports cooperative learning. These results were generally supported by research and may be helpful to educators who hope to assist their schools and districts in the implementation of cooperative learning to develop 21st century skills.

Professional Development for Cooperative Learning

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Publisher : State University of New York Press
ISBN 13 : 079149764X
Total Pages : 346 pages
Book Rating : 4.7/5 (914 download)

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Book Synopsis Professional Development for Cooperative Learning by : Celeste M. Brody

Download or read book Professional Development for Cooperative Learning written by Celeste M. Brody and published by State University of New York Press. This book was released on 1998-07-10 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cooperative/collaborative learning procedures increasingly attract great attention in school and higher education settings. This book has two main purposes: first, to enable educators to make informed decisions and choices about selecting, implementing, and evaluating cooperative learning models with respect for the differences and diversity of goals among professionals in school communities, and second, to consider the goals of teachers' professional development in the context of organizational reforms that foster systemic school change, such as the development of learning communities. The authors encourage professional development that goes beyond inservice workshops to include multi-year development and support for teachers. They advocate that schools be administered under collaborative principles so teachers can "live the experience" that they are trying to create in their own classrooms. Professional Development for Cooperative Learning describes what works for professional development in cooperative learning and how difficult it is to bring about lasting change in school settings. Brody and Davidson focus the dialogue on the nature of professional development linked to systemic changes and the successes, failures, and challenges encountered in the process.

Third Through Fifth Grade Teachers' Perceptions and Practices of Cooperative Learning

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ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)

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Book Synopsis Third Through Fifth Grade Teachers' Perceptions and Practices of Cooperative Learning by : Ronald Ricky Hulewicz

Download or read book Third Through Fifth Grade Teachers' Perceptions and Practices of Cooperative Learning written by Ronald Ricky Hulewicz and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this quantitative, causal-comparative study was to examine differences in teachers' perceptions of cooperative learning and factors influencing their implementation in the classroom. In order to assess teacher perceptions and current use of cooperative learning, the Cooperative Learning Implementation Questionnaire (CLIQ) developed by Abrami, Poulsen, and Chambers (1998) was used; it was based on the Expectancy Theory, and evaluated the teacher's expectancy of success, perceived value, and perceived cost. For this study, participants were chosen through a convenience sample. This included third, fourth, and fifth grade teachers in public schools located throughout rural and suburban school districts in Florida and Georgia. The 80 participants included, n= 34 third grade teachers, n= 23 fourth grade teachers, n= 23 fifth grade teachers. A Kruskal-Wallis (H test) was used in this study to determine if a statistically significant difference existed in CLIQ mean scores for: expectancy of success, perceived cost, perceived value, and current teaching practices between the three different groups of teachers. In this study, the results revealed no statistical significant difference, as third, fourth, and fifth grade teachers have similar perceptions of cooperative learning. Additionally, the participants had similar scores for Current Teaching Practices, H(2) = 0.31, p = 0.86, and Teacher Perceptions, H(2) = 0.27, p = 0.87. The study did reveal teachers with prior training in cooperative learning were most likely to implement it.

The Teacher's Role in Implementing Cooperative Learning in the Classroom

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Publisher : Springer Science & Business Media
ISBN 13 : 0387708928
Total Pages : 277 pages
Book Rating : 4.3/5 (877 download)

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Book Synopsis The Teacher's Role in Implementing Cooperative Learning in the Classroom by : Robyn M. Gillies

Download or read book The Teacher's Role in Implementing Cooperative Learning in the Classroom written by Robyn M. Gillies and published by Springer Science & Business Media. This book was released on 2007-09-26 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.

Cooperative Learning

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Publisher : Kagan Cooperative Learning
ISBN 13 :
Total Pages : 384 pages
Book Rating : 4.X/5 (4 download)

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Book Synopsis Cooperative Learning by : Spencer Kagan

Download or read book Cooperative Learning written by Spencer Kagan and published by Kagan Cooperative Learning. This book was released on 1994 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t.

The teacher’s role in cooperative learning in inclusive classrooms

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Publisher : GRIN Verlag
ISBN 13 : 3668902984
Total Pages : 23 pages
Book Rating : 4.6/5 (689 download)

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Book Synopsis The teacher’s role in cooperative learning in inclusive classrooms by : Sarah Eisenfeld

Download or read book The teacher’s role in cooperative learning in inclusive classrooms written by Sarah Eisenfeld and published by GRIN Verlag. This book was released on 2019-03-20 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seminar paper from the year 2018 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,7, Free University of Berlin (Institute for English Language and Literature), course: Ausgewählte Themen der Englischdidaktik, language: English, abstract: This paper analyses the role of the teacher required for cooperative learning in an inclusive classroom. Cooperative learning is an efficient and evidence-based teaching method for inclusive classrooms, which puts the emphasizes on learning that is facilitated by students rather than the teacher and thus represents a shift from traditional lecture-style classrooms to more brain-friendly environments. However, although cooperative learning is consistently acknowledged for its efficacy, its implementation remains a challenge. The question whether teachers have the professional competences needed to implement inclusive education is often ignored. The implementation of the convention brings new challenges to the classroom. Inclusive classrooms require inclusive teaching, which means a change of paradigm from a teacher-centred education to a student-centred education has to be enforced. The traditional role distribution between teachers and students does not do justice to an inclusive classroom. The conventional imparting of knowledge and competences should be replaced by a more auto-didactical approach. Consequently, the education requirements for students and teachers change. There is innumerable research on cooperative learning but only limited research sheds light on the new role a teacher has to take on when it comes to implementing cooperative learning in inclusive classrooms. The main questions to be answered are the following: What does a teacher need to consider when they implement cooperative learning in classrooms? How can the teacher support cooperative learning in an inclusive classroom? Is it even possible for a teacher to fulfil all requirements that come with cooperative learning in an inclusive classroom?

Cooperative Learning

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Publisher : Corwin Press
ISBN 13 : 1452236305
Total Pages : 81 pages
Book Rating : 4.4/5 (522 download)

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Book Synopsis Cooperative Learning by : R. Bruce Williams

Download or read book Cooperative Learning written by R. Bruce Williams and published by Corwin Press. This book was released on 2002-01-01 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cooperative Learning reveals some of the structural complexities involved in implementing authentic cooperative learning in the classroom. It also suggests that when full cooperative learning structures are implemented, the benefits in student achievement often can be astounding. Descriptions, decisions, designs, and developments, a simple four-part scheme, introduce and refine the skillful use of cooperative learning in the K-12 classroom.

Cooperative Learning for Intercultural Classrooms

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Publisher : Routledge
ISBN 13 : 1351164627
Total Pages : 170 pages
Book Rating : 4.3/5 (511 download)

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Book Synopsis Cooperative Learning for Intercultural Classrooms by : Kate Ferguson-Patrick

Download or read book Cooperative Learning for Intercultural Classrooms written by Kate Ferguson-Patrick and published by Routledge. This book was released on 2018-02-21 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cooperative Learning for Intercultural Classrooms helps both pre-service and in-service teachers to develop a well-researched pedagogy that supports inclusive practice for a globalised world. It provides: an overview of theoretical perspectives that illustrate why cooperative learning is an effective learning strategy; reviews research findings about how cooperative learning supports inclusion; and outlines the strategies and methods that support teachers in putting cooperative learning into practice. Providing a step-by-step guide to implementing cooperative learning for schools, teachers and teacher educators, this invaluable resource includes: guidelines for a staged approach to implementation; case studies of cooperative learning in classrooms from a range of different contexts, including Australia, England, Sweden, Italy, India, Singapore and Hong Kong; guidance on developing an effective professional development programme for a school; appendices with valuable information on a range of cooperative learning structures and explanations of the main types of cooperative learning used in classrooms.

Teaching Cooperative Learning

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Publisher : State University of New York Press
ISBN 13 : 0791485641
Total Pages : 249 pages
Book Rating : 4.7/5 (914 download)

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Book Synopsis Teaching Cooperative Learning by : Elizabeth G. Cohen

Download or read book Teaching Cooperative Learning written by Elizabeth G. Cohen and published by State University of New York Press. This book was released on 2012-02-01 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Winner of the 2004 Critics' Choice Award presented by the American Educational Studies Association Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education. Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the essays in the volume demonstrate, a new alignment of field experiences to provide support for novices to implement cooperative strategies, and to receive timely and effective supervision for these attempts, may also be required.

The Use of Cooperative Learning in China's Elementary Classrooms

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (915 download)

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Book Synopsis The Use of Cooperative Learning in China's Elementary Classrooms by : Chang Liu

Download or read book The Use of Cooperative Learning in China's Elementary Classrooms written by Chang Liu and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Education in China is criticized for its examination-oriented education and "silent classrooms". The tradition of didactic instruction may put Chinese children's development at a disadvantage. Realizing existing problems for basic education, the government proposed New Curriculum Reform (2001) where student-centered active learning, inquiry-based learning, and cooperative learning in classrooms were called for. Cooperative learning has the potential to change China's elementary classrooms. Although cooperative learning has been implemented by teachers in the U.S since late 1970's and recognized for its academic, motivational and social-emotional outcomes for students (e.g. Johnson, et al, 1985; Stevens, et. al, 1987; Slavin, 1978; Sharan, 1990), it has not been well understood or implemented in China's elementary schools. The present study aims to investigate teachers' perceptions and reported use of cooperative learning in elementary-level classrooms.1029 teachers from 38 public elementary schools in five cities responded to the survey. The majority of teachers reported using cooperative learning in their classrooms, although few indicated following the principles of well-structured cooperative learning. Teachers in more developed districts reported higher rates of using cooperative learning compared to those in less developed districts. Teachers in more developed districts also reported a higher value for students' academic talk and less perceived-cost of using cooperative learning. The school district, teachers' self-efficacy, perceived-cost, and training on cooperative learning significantly predicted frequent versus infrequent cooperative learning use. School district, years of teaching experience, perceived-value, perceived-cost, and cooperative learning knowledge significantly predicted teachers' reported use of the principles of cooperative learning. The implications for teacher training and educational resources distribution are discussed.

Pioneering Perspectives in Cooperative Learning

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Publisher : Routledge
ISBN 13 : 1000361535
Total Pages : 262 pages
Book Rating : 4.0/5 (3 download)

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Book Synopsis Pioneering Perspectives in Cooperative Learning by : Neil Davidson

Download or read book Pioneering Perspectives in Cooperative Learning written by Neil Davidson and published by Routledge. This book was released on 2021-03-29 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering first-hand insights from the early originators of Cooperative Learning (CL), this volume documents the evolution of CL, illustrating its historical and contemporary research, and highlights the personal experiences which have helped inspire and ground this concept. Each of the chapters in Pioneering Perspectives in Cooperative Learning foregrounds a key approach to CL, and documents the experiences, research, and fruitful collaborations which have shaped and driven their development. Contributions from leading scholars include Aronson, Davidson, Kagan, Johnson & Johnson, Schmuck, the Sharans, Slavin and Madden, as well as retrospective pieces on the work of Deutsch and Cohen. These chapters detail the historical development of cooperative learning, cooperation versus competition, and cover major approaches including the jigsaw classroom; complex instruction; the learning together model, and several more. Chapters include qualitative, personal, and retrospective accounts, whereby authors outline the research and theory which underpins each approach while highlighting practical strategies for classroom implementation. This text will primarily be of interest to professors, researchers, scholars, and doctorial students with an interest in the theory of learning, educational research, and educational and social psychology more broadly. Practitioners of CL with an interest in varied forms of small group learning and classroom practice, as well as those interested in the history and sociology of education, will also benefit from the volume.

Cooperative Learning

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Publisher : SAGE Publications
ISBN 13 : 1452222975
Total Pages : 289 pages
Book Rating : 4.4/5 (522 download)

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Book Synopsis Cooperative Learning by : Robyn M. Gillies

Download or read book Cooperative Learning written by Robyn M. Gillies and published by SAGE Publications. This book was released on 2007-03-16 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together." —Ted Wohlfarth, PSYCCRITIQUES "This text's greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful." —Nancy L. Markowitz, San Jose State University Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem—solving, and learning during cooperative learning. Key Features Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing. Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning. Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities. Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy. Intended Audience This is an excellent supplementary text for several undergraduate and graduate level K—12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K—12 teaching methods courses. Talk to the author! [email protected]

PERCEPTIONS ON COOPERATIVE LEARNING: A CASE STUDY OF KAGAN COOPERATIVE LEARNING STRUCTURES IN THE CLASSROOM.

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Publisher :
ISBN 13 :
Total Pages : 287 pages
Book Rating : 4.:/5 (91 download)

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Book Synopsis PERCEPTIONS ON COOPERATIVE LEARNING: A CASE STUDY OF KAGAN COOPERATIVE LEARNING STRUCTURES IN THE CLASSROOM. by : Tina Hinson

Download or read book PERCEPTIONS ON COOPERATIVE LEARNING: A CASE STUDY OF KAGAN COOPERATIVE LEARNING STRUCTURES IN THE CLASSROOM. written by Tina Hinson and published by . This book was released on 2015 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to gain insight to the perceptions of teachers and students on learning and engagement due to the implementation of Kagan cooperative learning structures. The study utilized quantitative and qualitative data to answer the guiding research questions. A mixed methods explanatory research design was implemented, beginning with the collection of quantitative data that was expanded upon by further collection of qualitative data. The sample for this study consisted of 107 students, grades 3-8, and 19 teachers who have been trained by a Kagan cooperative learning professional developer. Surveys created by the researcher were used to gain quantitative data from both the teacher and the student participants. Following the analysis of survey data, eight teachers participated in one-one-one, semi-structured interviews. The final phase of the data collection was the use of two teacher focus groups. The responses from the interviews and focus groups were transcribed, coded, and analyzed in order to assist with answering the research questions. Using the qualitative data gathered from the interviews and surveys to explain and extend the findings created by the analysis of the quantitative data, the research effectively answered the proposed study questions. Overall, both the teachers and the students agreed that the use of the Kagan cooperative learning structures affect student learning and engagement. Students responded to the survey and agreed that they prefer to work with team mates when completing and assigned task. Teachers agreed that students become engaged and motivated when asked to complete assignments in a team setting. Several themes emerged when data from the teacher interviews and focus groups were analyzed. Positive outcomes of the implementation of Kagan cooperative learning structures were voiced from all teacher participants interviewed and those participating in the focus groups. The results of the study provided some insight to issues that are faced by teachers and the daily implementation of Kagan cooperative learning structures in the classroom. For example, new initiatives, at both the district and school level, have been put into place this year and less time is available to plan for the effective implementation of the structures.

The Teacher's Sourcebook for Cooperative Learning

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Publisher : Corwin Press
ISBN 13 : 1483362973
Total Pages : 185 pages
Book Rating : 4.4/5 (833 download)

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Book Synopsis The Teacher's Sourcebook for Cooperative Learning by : George M. Jacobs

Download or read book The Teacher's Sourcebook for Cooperative Learning written by George M. Jacobs and published by Corwin Press. This book was released on 2002-07-23 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: A dynamic team of authors demonstrates how any classroom teacher can use cooperative learning techniques for lesson planning, classroom management, and improving students' collaboration skills.

Learning to Learn together

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Publisher : Routledge
ISBN 13 : 1317214978
Total Pages : 145 pages
Book Rating : 4.3/5 (172 download)

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Book Synopsis Learning to Learn together by : Wendy Jolliffe

Download or read book Learning to Learn together written by Wendy Jolliffe and published by Routledge. This book was released on 2018-04-19 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together a range of international studies to support the implementation of cooperative group work in the classroom. In spite of extensive research into the benefits of this approach, in many countries, it is not widely used, largely due to a lack of understanding of how to put this into practice in the classroom. Starting from an exploration of the theoretical perspectives that underpin this pedagogy, the challenges for including pupils with special educational needs and related status issues of pupils are explored. Amongst the themes explored are how creative approaches, such as Storyline, support engagement particularly for second language learning; how working with young children using cooperative group work can develop writing skills; and how teachers can work together in an effective, collaborative, and sustained manner in a professional learning community. The final chapter provides a vivid example of one teacher’s personal journal to develop her understanding of the power of cooperation in creating bridges to meaningful learning for all learners. This book was originally published as a special issue of Education 3-13.

Co-operative Learning

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Publisher : Psychology Press
ISBN 13 : 9780415303415
Total Pages : 260 pages
Book Rating : 4.3/5 (34 download)

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Book Synopsis Co-operative Learning by : Robyn M. Gillies

Download or read book Co-operative Learning written by Robyn M. Gillies and published by Psychology Press. This book was released on 2003 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: The contributors to this book, many of whom are recognised world experts on cooperative learning, make insightful links between the theories that underpin the study of group dynamics and their practical application to the classroom.