Beyond the Comfort Zone: Collaborative Learning and the National Writing Project of Louisiana.

Autor/in	Trent, Mary Alice
Titel	Beyond the Comfort Zone: Collaborative Learning and the National Writing Project of Louisiana.
Quelle	(1996), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Cooperative Learning; Elementary Secondary Education; Group Dynamics; Higher Education; Learning Processes; Peer Groups; Social Development; Student Centered Curriculum; Teacher Effectiveness; Teacher Student Relationship; Teaching Models; Writing (Composition); Writing Instruction; Louisiana + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Gleichaltrigengruppe; Peer Group; Soziale Entwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrmodell; Schreibübung; Schreibunterricht
Abstract	Human beings are in a constant ebb and flow; transcending boundaries at work and play, they learn, pray, and exist in an interdependent society. Given this reality, many practitioners, from kindergarten to college, have devised various methods of collaborative learning to meet the challenges of an increasingly diverse demographic and ethnographic classroom population. To employ collaborative learning strategies successfully, writing teachers must take on the role of facilitators; they must set tasks that place students at the center of the learning process. Using collaborative learning strategies that are in tune with the theories of the "new rhetoricians" (a focus on the creative, constructive intimacy among texts, writers, and readers) in Louisiana, are Patricia A. Ward, a teacher at a magnet secondary school; Elizabeth Mountford, a fourth-grade teacher; Nancy Romero, a high school English teacher; and Bill Chiquelin, an English/language arts middle school teacher. They are selected as examples of "teachers teaching teachers," in keeping with the National Writing Project philosophy. Ward contends that collaborative writing learning strategies are most effective when students and teachers work together. Mountford believes that students read/write more efficiently in pairs. Romero argues that teachers must build a non-threatening community at the beginning of the year if students are to respond freely and honestly to each other's writing. Chiquelin invites his students to comment on his own work in progress. (TB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC