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Cooperative Grouping for Interactive Learning

Students, Teachers, and Administrators

Little has been written about the practical considerations for reforming schools from the inside. This booklet explores how people responsible for schools can develop better relationships, new forms of colleagueship, and new ways of working together more productively. Three aphorisms describe the phenomenon of faculty-led school improvement: (1) taking a trip without a roadmap; (2) rebuilding the airplane while in flight; and (3) rediscovering the "if it's not local, it's not real" adage. To restructure education effectively, educators must foster the dynamics of group functioning and build an environment in which research-proven teaching methodologies promoting positive student interaction can flourish. Cooperation and collaboration are often hampered when groups of teachers and students are asked to work together without using group building activities, which incorporate heterogeneous grouping, positive interdependence, group reward, and individual accountability. Four chapters discuss specific group builders to enhance positive interactions between administrators and teachers, among teachers, and among both younger and older students. The last chapter discusses approaches to assessing the outcomes of the interactive process. Numerous sources for group-building activities are included, along with a selected bibliography of 35 references. (MLH)

As students grow older, their elementary classrooms often become teacher-
oriented, and student learning becomes individual and isolated. Teachers who
use interactive learning approaches recognize that perhaps the most important
learning resources are frequently neglected in this traditional classroom.
Traditional classrooms focus on teachers, books, and other materials as the
sources for learning. In interactive learning classrooms, however, student
interaction becomes the most ...

Cooperative Learning in the Elementary Classroom

This book provides practicing educators with strategies for the successful implementation of cooperative learning in the classroom. Chapter 1 discusses the components of cooperative learning and how this practice meets the needs of students. Chapter 2 explains the process of restructuring the classroom into a cooperative environment. An 11-step process for implementing cooperative learning is outlined in chapter 3. Chapter 4 discusses social skills and conflict management in a cooperative learning environment. Suggestions for routine drill and practice activities are offered in chapter 5. Chapter 6 explains how thematic units make the curriculum more meaningful to students in the cooperative learning environment. Chapter 7 addresses individual and cultural differences and ways cooperative learning promotes positive interactions among students. Chapter 8 demonstrates the interaction of critical thinking and problem solving with cooperative learning. Chapter 9 describes how students use the brainstorming techniques of fluency, flexibility, categorization, originality, elaboration, and imagination to produce creative solutions to problems. Chapter 10 explains how the cooperative learning environment complements the whole language approach. Portfolios as an assessment tool are discussed in chapter 11. A postscript offers troubleshooting advice on initiating a cooperative learning program. A 48-item bibliography and an appendix with sample activity sheets mentioned in the book are included. (TJQ)

This book provides practicing educators with strategies for the successful implementation of cooperative learning in the classroom.