Kyle‚ Texas. Barbara H. Davis is Professor‚ Curriculum & Instruction‚ Texas State University‚ San Marcos. To cite this article: Magnesio‚ S. & B. Davis. A Teacher Fosters Social Competence With Cooperative Learning. San Clemente‚ CA: Kagan Publishing. Kagan Online Magazine‚ Fall/Winter 2010. www.KaganOnline.com Miss Mag‚ do we have to work in groups?” “Miss Mag‚ I can’t work with him.” “Miss Mag‚ can I work alone?” Dodgeball tactics—duck‚ dart‚ and flee—seemed to be the game plan in my classroom
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References: 1. Kagan‚ Spencer. Cooperative Learning. San Clemente‚ CA: Kagan Publishing‚ 1994. www.KaganOnline.com 2. Gilles‚ R.M.‚ & Adrian‚ F. (2003). Cooperative Learning: The social and intellectual Outcomes of Learning in Groups. London: Farmer Press. 3. May‚ M. and Doob‚ L. (1937). Cooperation
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Creating Effective Learning Environment: Challenging & Engaging Students within the classroom. Commissioned by Tania Baldetti 24/05/10 Table of contents 1.0 Introduction .........................................................................................................1 2.0 Key strategies...................................................................................
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Carroll The Amazing Adventures of Kavalier & Clay by Michael Chabon An American Tragedy by Theodore Dreiser Angela’s Ashes by Frank McCourt Anna Karenina by Leo Tolstoy Anne Frank: The Diary of a Young Girl by Anne Frank Archidamian War by Donald Kagan The Art of Fiction by Henry James The Art of War by Sun Tzu As I Lay Dying by William Faulkner Atonement by Ian McEwan Autobiography of a Face by Lucy Grealy The Awakening by Kate Chopin Babe by Dick King-Smith Backlash: The Undeclared War
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students end up concentrating on obtaining the reward more than on the content being taught. Using competition in the classroom is also not the right way to get students motivated to learn. Competition produces one winner and many losers (Kagan & Kagan‚ 2009‚ p. 16.1). When students continually lose‚ they become less likely to participate in the activities and they start to lose their self esteem. Kohn states‚ “Competition is to self-esteem as sugar is to teeth” (Brandt‚ 1995). Since
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David. How the child ’s mind develops. London: Routledge‚ 2002 Driscoll‚ Marcy Feeney‚ Stephanie‚ et al. Who am I in the lives of children? (5th ed.). New Jersey: Prentice-Hall Inc‚ 1996 Henniger‚ Michael Kagan‚ Spencer and Miguel Kagan. Kagan Cooperative Learning (2nd. ed.). San Clemente‚ CA: Kagan Publishing‚ 2009. research and social issues. Ed. Thomas Lickona. New York: Holt Rineheart and Winston‚ 1976. 31-53. Piaget‚ Jean. The Psychology of the child. New York: Basic Books‚ 1972. Piaget‚ Jean.
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important time period in the Roman and Carthaginian empires. For Rome‚ the end of the war meant “the defection of most Southern Italy” (Kagan 232‚ 1995) and many economic problems. For Carthage this meant the end of their rise to power‚ and the realization that the idea of Mediterranean control being based in Africa rather than Europe was no longer a possibility (Kagan 233‚ 1995). Both empires had a lot at stake upon entering the war‚ but as will be discussed‚ many historians believe that eventual conflict
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inevitable; People are all going to die at one point. Kagan in his book asks whether there is life after death. Since death comes after life‚ it paves for life again or is it eternity. Kagan thinks that death can be‚ and very often is‚ bad for the person who dies (and this is so because death deprives that person of the goods of life). However‚ Kagan denies that death is not bad. It is reasonable or appropriate for people to fear death. Kagan claims that only if people have three conditions. The
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Cited: "Introduction to Sigmund Freud‚ Module on Repression." College of Liberal Arts : Purdue University. 23 Mar. 2009 . Kagan‚ Donald‚ Steven Ozmet‚ and Frank M. Turner. The Western Heritage Since 1300. Upper Saddle River: Pearson Prentice Hall‚ 2006. Manet‚ Edward. A Bar at the Folies-Bergere. 1881. ----------------------- [1] Donald Kagan‚ et al.‚ The Western Heritage Since 1300 (Upper Saddle River: Pearson Prentice Hall‚ 2006) 806. [13] “Introduction to Sigmund Freud‚ Module
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to expand his territories‚ but to the people of France‚ he was a great leader; he “restored peace and order at home” (Kagan‚ Ozment‚ Turner‚ Frank 586). Restoring order to France was one of his greatest domestic achievements; the people loved him for his support in helping them win their fight for equal rights “to achieve wealth‚ status‚ and security for their property” (Kagan‚ Ozment‚ Turner‚ Frank 586). Another of Napoleon’s domestic achievement was the Civil Code of 1804‚ otherwise known as
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