Examines three ways (whole class, cooperative small groups, and individuals) to organize classrooms to meet the goals of content area instruction. Uses the experiences of students to illustrate how different grouping arrangements foster particular kinds of learning. (MG)

Intermediate grade students with learning disabilities learned to work in pairs to help each other with editing and revising of their compositions. The 13 subjects made more revisions and produced papers of higher quality when revising with peer support than did 16 students in a process-approach control group. (Author/JDD)

The activities of a teacher who developed and piloted an eclectic model in an eighth grade mathematics classroom are described. Peer tutoring, cooperative learning, and mastery learning elements were selected and combined into a classroom program designed to increase student mathematics success. (KR)

Reviewed and analyzed are studies on task-related verbal interactions among students in small groups in mathematics classrooms and their links to mathematics achievement. Factors that predict group interaction are considered and research-based strategies for shaping group interaction are discussed. (MDH)

Describes the experiences of first grade teachers who use the whole-language approach to teaching and learning. Learning involves students participating in activities they find meaningful and sharing knowledge with their peers. Students must exercise initiative in learning, and they are responsible for making choices. (SM)

Describes a lesson plan for use in physical geography, earth science, and social studies classes. Suggests that students will find the problem solving approach interesting and will use knowledge of earth-sun relationships, absolute location, and place. Includes objectives, two days of learning activities, evaluations, resources, and an activity…

A project to augment traditional language classes linked the University of Seoul (Korea) with UCLA. California students of Korean, who had spent summers in Seoul, could hear lectures in Korean and converse with Korean students of English as a Second Language in Seoul using a computer-based audiographic system involving two standard telephone…

Examines the origins of small-group learning and distinguishes cooperative learning from other methods. Highlights include assessing the effects of cooperative learning, including cognitive effects; designing effective software for cooperative groups, including accountability, interdependence, interaction, ability grouping, age, collaborative…

Presents lessons on the geography of the desert designed to teach that different subjects are interrelated and dependant on each other. Explains that the goal was to help students understand that geography is a way of looking at the world not just a study of maps. Includes activities in reading, mathematics, art, and science. (DK)

Explains how collaboration and global perspectives in education are integrally linked, playing a critical role in developing student teachers' knowledge and skills, strengthening relations between schools and universities, and teaching global perspectives to K-12 students. Collaboration links schools, universities, and communities to support…

Reviews three studies on the effects of elementary school students' collaboration within the educational computer environments of LOGO, computer-assisted instruction, and computer-based instruction. Concludes that cooperative participation within LOGO fosters effectance motivation, information exchange, and conflict resolution that reflects…

Working in groups on weekly themes, students discover calculus concepts through assigned readings and written reports. Provides an outline of the course content for two courses and how the courses are organized. An appendix contains the complete text of two themes on curve sketching and applications of the definite integral. (MDH)

Contends that combining cooperative-learning techniques with computer-assisted instruction is an effective way of integrating special needs students into regular social studies classes. Discusses the type of software and instructional strategies necessary for appropriate implementation of this approach. Includes characteristics of cooperative…

Eight workshops are summarized that were presented February 23-27, 1992, at the School of In-Service Training in Jerusalem. Topics covered included an introduction to teaching heterogeneous classes, personal construct theory, interaction strategies, cooperative learning, and computer usage. (LB)

Unsuccessful at easing teachers into heterogeneous grouping practices, an Indiana principal used a small grant allowing teachers to view thematic instruction, cooperative learning, and flexible-scheduling innovations at sister schools. For a modest cost (substitutes, lunch, and mileage), teachers made greater attitude changes in one year than…