Achieving Self-Directed Work Team Skills through Cooperative Learning.

Autor/inn/en	DuFrene, Debbie D.; Lehman, Carol M.
Titel	Achieving Self-Directed Work Team Skills through Cooperative Learning.
Quelle	(1996), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Classroom Techniques; Cooperative Learning; Educational Methods; Group Activities; Higher Education; Learning Activities; Self Directed Groups; Socialization; Teamwork + Suchen Sie Ihr Suchwort? Klassenführung; Kooperatives Lernen; Educational method; Erziehungsmethode; Gruppenaktivität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernaktivität; Socialisation; Sozialisation
Abstract	This paper suggests methods for incorporating cooperative learning into the college classroom, including both short-term and long-term activities. It stresses the importance of self-directed work teams in the work environment and the contribution of cooperative learning in the college classroom to building team work skills. Cooperative learning is defined and evidence for its efficacy is summarized. Suggestions for deciding group size and composition are offered. An explanation of short-term activities notes that such activities may last from one to two class periods and include introductory activities, intermittent activities, focused discussion/activity, explanation pairs (in which pairs of students explain difficult concepts to each other), and closure activities. In contrast, long-term activities involve the completion of a paper, project, or report over multiple class periods and should involve peer assessment. The instructor wishing to implement cooperative learning techniques is urged to do some background reading, select popular student topics, and initially limit team size to two students. (Contains 27 references.) (NAV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01