Essay cooperative classrooms
Chapter 12: Effectively Managing the Cooperative Classroom
From Transformative Classroom Management. By John Shindler. ©2009
Reproduction is unlawful without permission In this Chapter
Designing an Effective Cooperative Learning Activity
Assessment Options for Cooperative Activities
Managing Cooperative Learning Effectively
What to Do when Groups Cannot Function Successfully
Transformative Ideas Related to Cooperative Learning “I try cooperative learning and it just turns into free-for-all social time.” “I want to do more cooperative learning, but I have too much to cover.” While a cooperative learning context does introduce unique management challenges, it can be managed as effectively as independent activities and offers a series of benefits that are impossible to achieve by other means--including higher levels of academic achievement (Gettinger & Kohler, 2006; Slavin, 1994; Slavin, Hurley, & Chamberlain 2003). Moreover, the reasons teachers are resistant to the idea of incorporating cooperative learning in their classrooms are typically founded in misconceptions. Most of the causes of failure when implementing cooperative learning are explicable and largely avoidable. It is important to note that to successfully implement cooperative learning we must decide that it is worth making a commitment to doing it well, and we must set about learning the skills to manage it effectively (Gettinger & Kohler, 2006). INITIAL CONSIDERATIONS What is Cooperative Learning and Why Should I Use It in My Class?
Technically, cooperative learning includes any form of instruction in which students are working together for a purpose. As we will examine in this chapter, the effects will be more powerful to the extent that certain ingredients are present. The more any activity requires mutual interdependence, collective problem solving, and striving for a common goal, the better chance it will have at achieving the potential that cooperative learning
From Transformative Classroom Management. By John Shindler. ©2009
Reproduction is unlawful without permission In this Chapter
Designing an Effective Cooperative Learning Activity
Assessment Options for Cooperative Activities
Managing Cooperative Learning Effectively
What to Do when Groups Cannot Function Successfully
Transformative Ideas Related to Cooperative Learning “I try cooperative learning and it just turns into free-for-all social time.” “I want to do more cooperative learning, but I have too much to cover.” While a cooperative learning context does introduce unique management challenges, it can be managed as effectively as independent activities and offers a series of benefits that are impossible to achieve by other means--including higher levels of academic achievement (Gettinger & Kohler, 2006; Slavin, 1994; Slavin, Hurley, & Chamberlain 2003). Moreover, the reasons teachers are resistant to the idea of incorporating cooperative learning in their classrooms are typically founded in misconceptions. Most of the causes of failure when implementing cooperative learning are explicable and largely avoidable. It is important to note that to successfully implement cooperative learning we must decide that it is worth making a commitment to doing it well, and we must set about learning the skills to manage it effectively (Gettinger & Kohler, 2006). INITIAL CONSIDERATIONS What is Cooperative Learning and Why Should I Use It in My Class?
Technically, cooperative learning includes any form of instruction in which students are working together for a purpose. As we will examine in this chapter, the effects will be more powerful to the extent that certain ingredients are present. The more any activity requires mutual interdependence, collective problem solving, and striving for a common goal, the better chance it will have at achieving the potential that cooperative learning
References: Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ.: Prentice-Hall. Baumgartner, J (2008) A step-by-step guide to brainstorming Glasser, W (1975) Reality Therapy: A New Approach to Psychiatry Gunter, M.A., Estes, T.E., & Mintz, S.L. (2007) Instruction: A models approach. (5th ed.) New York: Allyn & Bacon. Johnson, D. W., & Johnson, R. (1999a). Learning together and alone: Cooperative, competitive, and individualistic learning (4nd ed.). Boston: Allyn & Bacon. Johnson, D. W., & Johnson, R. (1999b). Human relations: Valuing diversity. Edina, MN: Interaction Book Company. Johnson, D. W., Johnson, R., & Holubec, E. (1998). Cooperation in the classroom, (7th ed.). Edina, MN: Interaction Book Company. Lotan, R.A. (2006) Managing groupwork in the heterogeneous classroom. In C.M. Evertson & C.S. Weinstein, (Eds.) Handbook of classroom management. (pp. 525-540). Mahwah, NJ: Lawrence Erlbaum Associates. Rubin, B.C. (2003) Unpacking detracking: When progressive pedagogy meets students’ social world. American Educational Research Journal, 40(2), 539-573. Shindler, John (2004) Greater than the Sum of the Parts? Examining the Soundness of Collaborative Exams in Teacher Education Courses. Innovative Higher Education. v. 29 n.1. Shindler, John (2003) Creating a More Peaceful Classroom Community by Assessing Student Participation and Process Stolovitch, H (1990) D-FITGA: A Debriefing Model