Presents five small group tasks for upper elementary students to find arithmetic averages. Provides worksheets for each task. (YP)

The process of implementing cooperative learning techniques in an elementary school in Montgomery County, Maryland, is described. Discussed are: learning techniques used, such as Student Teams Achievement Divisions, Round Table, Think-Pair-Share, and the Trading Game; student and teacher reactions to cooperative learning; teacher recommendations;…

Students in work groups are more active learners and more motivated and enthusiastic about mathematics than students working in achievement groups. Acutely needed are curriculum materials for teachers to use with work groups and greater curriculum coordination across grades. Sidebars provide two lesson synopses for grades three and five. Includes…

Examines whether sex differences in reading learning rate occurred when female instructors worked with small groups of elementary school boys and girls on an individualized basis in an intensive summer reading clinic program. Reports that girls outperformed boys on all measures. (RAE)

This article explains how to use constant time delay to teach multiplication facts to students who have learning disabilities. Specific techniques for using time delay on an individual or small group basis are outlined, a sample student data sheet is presented, and the role of reinforcement is addressed. (Author/JDD)

A technique used in college instruction to improve the contribution of individual members to a small working group of students is described. The approach addresses two common problems: (1) resolution of conflicts and (2) dealing with nonperforming group members. Students interview prospective partners and form their own groups, then report on the…

Three classes of ninth-grade general science students participated in a collaborative report-writing intervention study. Students' collaboratively written laboratory reports were evaluated for evidence of the use of scientific reasoning skills and to document qualitative changes in reasoning skills over time. Concludes that collaborative writing…

Theoretical and practical issues that must be considered in the design, use, and interpretation of large-scale assessments that use collaborative small-group work are explored. It is necessary to ensure that collaboration works toward, rather than against, the purposes of the assessment. (SLD)

Describes mistakes made in trying to change the Nutrition and Digestion section of a medical biochemistry course. Author tried to make the section student taught and reports nine mistakes including the following: ignoring active opposition of colleagues, failure to assess the receptivity of the class to a new form of teaching, and overestimating…

Rural-to-urban migrants in developing nations may be differentiated from nonmigrants by individual personality or motivation characteristics. Group learning processes that build on their networks, motivation, and coping skills may be effective. (SK)

Three children (ages 10-13) with moderate mental retardation were taught, in a triad, to perform chained snack preparation tasks, with each student being directly taught one task and the other two observing. Results indicated that each student learned the skill taught directly and nearly all of the steps of the chains observed. (Author/JDD)

Communication activities in participatory development programs include (1) theater for development in Africa; (2) workshops on cultural identity and politics in Colombia; and (3) Project DELSILIFE, improving the quality of life in Manila. (SK)

Outlines steps necessary for students to learn how to use one another as resources for doing mathematics, including preparation for group work, fine tuning communication and cooperation skills, and developing helping skills. Includes a "good helper" and "good help receiver" checklist. (Contains 14 references.) (MKR)

Describes an assignment using agenda memos and meetings designed to develop topics for research reports and project topics. Suggests ways of evaluating the students participation and repeating the assignment toward the end of the term. (KEH)

Investigated effects of two small group methods (print or video presentation) of teaching communication skills to eleventh grade students (n=96). Found no overall significant difference between two teaching methods. Significant effects were noted for sex but not for extroversion/introversion. Findings support effectiveness of role-play to teach…