Using Student Team Learning. The Johns Hopkins Team Learning Project.

Autor/in	Slavin, Robert E.
Institution	Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.
Titel	Using Student Team Learning. The Johns Hopkins Team Learning Project.
Quelle	(1978), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Basic Skills; Concept Teaching; Elementary Secondary Education; Instructional Materials; Interpersonal Competence; Peer Teaching; Racial Integration; Self Concept; Teaching Methods; Teamwork + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Basic skill; Grundfertigkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Interpersonale Kompetenz; Peer group teaching; Peer Group Teaching; Rassenintegration; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this manual is to give teachers the information they need to use student team learning, which is described as a method to promote major academic and nonacademic goals such as improved basic skills, improved student self-concept, and better interpersonal/cross-racial relationships. Complete directions are given for three techniques: (1) Teams-Games-Tournaments (TGT) uses face to face competition on academic games to teach basic skills materials with one right answer; (2) Student Teams-Achievement Divisions (STAD) uses quizzes and also focuses on objective-answer type materials; and (3) Jigsaw uses more structured peer tutoring than TGT and STAD and is most appropriate for literature, social studies, and the concept learning aspects of science. Jigsaw also provides extensive practice in reading for meaning in whatever subject is used. Two forms of Jigsaw are presented, one requiring far less teacher preparation time than the other. Also given are directions for Rutabaga, which is TGT adapted to oral reading in elementary schools. In addition, the manual includes instructions for combining TGT and STAD and directions for a full-day cooperative model that uses all of the techniques. Appendices include scoring data and sheets, instructions for making curriculum materials, and sample materials. (CMG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC