Teaching and Learning Strategies for the Thinking Classroom

By Alan Crawford; Wendy Saul et al. | Go to book overview

THIRD CORE LESSON: COOPERATIVE
LEARNING
Cooperative learning has been used in schools around the world for several decades. The methods of cooperative learning have proved valuable for several reasons.Cooperative learning allows students to learn actively, even in large classes. Learning experts tell us that in order to learn, students must act and communicate. But in classes of 60 or more, the amount of time any one student can talk is very limited. Cooperative learning techniques allow every student in the class to participate for much of the time, but they organize the activity of many students at once so that the activity will be productive and not chaotic.Cooperative learning has academic and social benefits for students. Cooperative learning is not simply an expedient device to get students in large classes to participate in learning. Cooperative learning also has these benefits:
1. Higher order thinking. Students in cooperative learning groups are made to work with ideas and concepts. They are challenged to offer their own interpretations of topics and to solve problems.
2. Motivation and morale. Students who take part in cooperative learning feel more attached to the school and to the class. This may lead to better attendance and better retention rates.
3. Learning interpersonal skills. Students in cooperative learning groups learn to cooperate with others. Cooperation is increasingly recognized as an important life skill, both for productive work on the job, for happy family life, and for participation in a democratic society.
4. Promoting inter-personal and inter-group understanding. Students who work in cooperative groups are more likely to learn to get along with people of different sexes and from different social groups. They are also likely to develop stronger self-concepts.

This lesson follows the three-part format of anticipation, building knowledge, and consolidationthat was presented in the first section of this guidebook. The lesson will use Mix/Freeze/Pair (Kagan 1994), Reading with Text Coding (Vaughn 1986), and the Jigsaw (Slavin 1994).

The text for this lesson is called “Remembering Columbus,” but the procedures in the lesson are meant to be used with any informational text that you have. This lesson is done here with eighth graders, but the procedures can be used with grades below that or up through the secondary level.

-48-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Teaching and Learning Strategies for the Thinking Classroom
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 244

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.