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Introduction to Cooperative Learning

Introduction to Cooperative Learning
An Overview Of Cooperative Learning David W Johnson and Roger T Johnson Without the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible…. It was not an advantageous individual here and there who did so, but the group. In human societies the individuals who are most likely to survive are those who are best enabled to do so by their group. (Ashley Montagu, 1965) How students interact with each another is a neglected aspect of instruction. In the mid-1960s, cooperative learning was relatively unknown and largely ignored by educators. Definition of Cooperative Learning Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts. Cooperation is working together to accomplish shared goals. Types Of Cooperative Learning Formal Cooperative Learning 1. 2. 3. 4. Informal Cooperative Learning 1. 2. a. b. c. d. The question may require students to: a. b. c. d.

Reciprocal Teaching: A Reading Comprehension Package The intervention package teaches students to use reading comprehension strategies independently, including text prediction, summarization,question generation, and clarification of unknown or unclear content. For effective-teaching tips to use when introducing this strategy, consult the guidelines presented introducing Academic Strategies to Students: A Direct-Instruction Approach. Materials: Overhead transparencies of practice reading passages, transparency markers Student copies of Be a Careful Reader! Preparation: Prepare overheads of sample passages. Step 1: Set aside at least four successive instructional days to introduce students to each of the following comprehension strategies: Day 1: Prediction,Day 2: Summarization ("list main ideas"),Day 3: Question Generation,Day 4: Clarifying. Step 2: After students have been introduced to the key strategies, the group is now ready to apply all four strategies from the Reciprocal Teaching package to a sample reading passage. Jim's Hints

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didattIcare | Didattica laboratoriale per la scuola secondaria di primo grado Constructivism as a Paradigm for Teaching and Learning What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? Expert interview What is the history of constructivism, and how has it changed over time? What are some critical perspectives? What are the benefits of constructivism? What is constructivism? Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. In the classroom, the constructivist view of learning can point towards a number of different teaching practices. Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. You might look at it as a spiral. For example: Groups of students in a science class are discussing a problem in physics. Contrary to criticisms by some (conservative/traditional) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge.

Reciprocal Teaching From Emerging Perspectives on Learning, Teaching and Technology Elizabeth Foster and Becky Rotoloni The University of Georgia Review of Reciprocal Teaching Introduction Mrs. Mrs. What is Reciprocal Teaching? Reciprocal teaching is a cooperative learning instructional method in which natural dialogue models and reveals learners' thinking processes about a shared learning experience. Reciprocal teaching is based on Vygotsky's theory of the fundamental role of social interaction (dialogue) in the development of cognition. Effective reciprocal teaching lessons include scaffolding, thinking aloud, using cooperative learning, and facilitating metacognition with each step. Whole class introduction or reinforcement of reciprocal teaching is appropriate, but this should serve as opening and closing activity. Palincsar, Brown, and Campione (1989) define reciprocal teaching as a dialogue between teacher and student. Mrs. Predicting Vignette Mrs. Mrs. Mrs. We think that: Ms. Mrs. The students in Mrs.

G'Day Math Didattica laboriatoriale Didattica laboriatoriale laboratorio è soprattutto una scelta metodologica, che coinvolge attivamente insegnanti e studenti in percorsi di ricerca, attraverso l’uso critico delle fonti. La didattica laboratoriale si basa sullo scambio intersoggettivo tra studenti e docenti in una modalità paritaria di lavoro e di cooperazione, coniugando le competenze dei docenti con quelli in formazione degli studenti. E la ricerca condotta con questo metodo è un percorso didattico, che non soltanto trasmette conoscenza, ma, molto spesso, apre nuove piste di conoscenza e produce nuove fonti documentarie. Il percorso laboratoriale non ha come fine quello di produrre una ricerca con esiti scientifici inoppugnabili, ma quello di far acquisire agli studenti conoscenze, metodologie, competenze ed abilità didatticamente misurabili. (da - La didattica laboratoriale (per un laboratorio di Storia) - ) Caratteristiche didattiche del laboratorio • Soprattutto luogo di costruzione della conoscenza.

Inquiry-based Learning: Explanation What is inquiry-based learning? An old adage states: "Tell me and I forget, show me and I remember, involve me and I understand." The last part of this statement is the essence of inquiry-based learning, says our workshop author Joe Exline 1. "Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." A Context for Inquiry Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Some of the discouragement of our natural inquiry process may come from a lack of understanding about the deeper nature of inquiry-based learning. Importance of Inquiry Memorizing facts and information is not the most important skill in today's world. Educators must understand that schools need to go beyond data and information accumulation and move toward the generation of useful and applicable knowledge . . . a process supported by inquiry learning. The Application of Inquiry Outcomes of Inquiry

Non-Fiction Text Structures! « Reading. Writing. Thinking. Sharing. How are you doing with teaching non-fiction, informational texts? Do you feel you have a good grasp on expository text structures? With the Common Core ELA standards, students are expected to be proficient in reading complex informational texts. The purpose of this post is to provide a few resources for teaching non-fiction, in preparation for the higher levels of achievement students are expected to reach! The Non-Fiction Text Structures: What are text structures? Non-fiction text structures refer to HOW an author organizes information in an expository text. Why are the text structures important? Understanding non-fiction text structures is critical for “Reading to Learn” (i.e., reading for information). Introducing & Reviewing Non Fiction: It is important to note at this point that students need to understand the difference between fiction and non-fiction BEFORE jumping into learning about text structures. Here are a few resources to introduce or review non-fiction with your students: