Literaturnachweis - Detailanzeige
| Autor/in | Kluge, David. |
|---|---|
| Titel | A Brief Introduction to Cooperative Learning. |
| Quelle | (1999), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classroom Techniques; Cooperative Learning; Elementary Secondary Education; Foreign Countries; Grouping (Instructional Purposes); Models; Teaching Methods; Japan |
| Abstract | This chapter is divided into four sections: What cooperative learning is; research; models of cooperative learning; and conclusion. Cooperative learning is defined as a group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups, in which each learner is held accountable for his or her own learning, and is motivated to increase the learning of others. Each of the several key elements of cooperative education is discussed, including: positive interdependence (which includes positive goal, resource, reward, identity, role, and outside enemy interdependence); team formation; accountability; social skills; structures and structuring; distributed leadership; group autonomy; group processing; and face-to-face interaction. The research section provides a brief overview of the research comparing and contrasting cooperative learning methods with competitive and individualistic learning, concluding that cooperative learning yielded superior outcomes. The five most common models of cooperative learning (the structural approach; group investigation; student team investigation; curriculum packages; learning together) are then briefly described. Teachers can choose one of the models described but may be better off adopting and adapting parts of several models to create their own model of cooperative learning that best fits their teaching style and situation. (Contains 23 references.) (KFT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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