Groupwork in Diverse Classrooms: A Casebook for Educators [and] Facilitator's Guide.

Autor/in	und weitere
Sonst. Personen	Shulman, Judith H. (Hrsg.)
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.
Titel	Groupwork in Diverse Classrooms: A Casebook for Educators [and] Facilitator's Guide.
Quelle	(1995), (204 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Case Method (Teaching Technique); Case Studies; Classroom Techniques; Cooperative Learning; Elementary Secondary Education; Faculty Development; Group Activities; Group Dynamics; Higher Education; Interaction Process Analysis; Personal Narratives; Reflective Teaching; Self Directed Groups; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Case method; Fallmethode; Case study; Fallstudie; Case Study; Klassenführung; Kooperatives Lernen; Gruppenaktivität; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prozessanalyse; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This two-volume set offers 16 narrative case studies and a facilitator's guide. Cases were written by teachers about their personal experiences with teaching and groupwork, especially the problematic situations and dilemmas they faced. Groupwork is a well-documented and highly recommended strategy for enhancing students' academic, cognitive, social, and attitudinal outcomes. Students involved in groupwork often make greater learning gains in basic academic skills and higher-order thinking than do students in traditional, whole-class instruction. Chapter 1 offers case studies that summarize the major issues related to groupwork as an instructional strategy and describes two particular models: Complex Instruction and Fostering a Community of Learners. Chapter 2 offers suggestions for facilitating groupwork interactions, while chapter 3 presents a case that illustrates how the "center of attention" person, be it student or teacher, may change due to groupwork. In general, the cases present abstract issues in concrete terms that mirror these teachers' own experiences. These cases can be used in professional development settings to stimulate discussion, interpretation, and problem solving among teachers who face similar issues in their own teaching. The facilitator's guide provides general information on how to lead case discussions and specific teaching notes for each case to help the facilitator prepare for the issues that may come up during the discussion. The guide includes a table that offers an overview of specific issues found across the 16 cases. Appendixes include an annotated bibliography and guidelines for case writing. (Contains 22 references.) (NAV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01