Describes a lesson for preservice and inservice mathematics teachers on statistics (central tendency and dispersion) which is designed as a cooperative learning activity. (SR)

Uses two sources to derive insight into student-student interaction in science classrooms. Describes then uses cooperative learning and systemic functional linguistics to analyze a transcript of student-student interaction from an elementary school science classroom. Discusses implications for improving teaching practice with particular emphasis…

Presents an instructional approach that goes beyond memorization of new vocabulary in a unit on classification to engage students in cooperative learning activities. Students work in six teams differentiated by taxonomic level to create skits, models, a Mollusk Fashion Show, and pictures. In a final activity, students create their own…

Describes how modifying familiar classroom formats in a college geometry class helped encourage student problem solving. Demonstrates these modified formats in the context of problems students explored, which resemble the problem-solving settings of mathematicians. (KHR)

Although competition can harm students' confidence and performance, saying so will not eliminate it. Schools must address the potentially harmful competitive practices related to kindergarten enrollment, student placement, test scores, fund raising, athletic events, and achievement awards. Instituting cooperative learning programs and buddy…

Teachers must give adequate attention to teaching social skills and monitoring for total team involvement if they are to introduce cooperative learning successfully. Interpersonal skills are more important than positive interdependence, face-to-face interaction, individual accountability, or group processing skills. Includes five references. (MLH)

Lists 10 basic texts, manuals, and lesson planning guides on cooperative learning, including works by E. Aronson, S. Ellis, D.W. and R.T. Johnson, S. Kagan, and R.E. Slavin. (MLH)

Offers and discusses eight suggestions for secondary teachers who plan on giving cooperative learning a fair trial: (1) start slow, start short; (2) design clear activities; (3) make each student accountable; (4) monitor the groups; (5) identify teams as mixtures of strengths; (6) use grades wisely; (7) use teams every day; and (8) leave teams…

Assessment of 20 students who learned word processing through cooperative learning and 20 who used an individual learning method found that cooperative learning students learned faster, needed less teacher assistance, and earned higher scores. Most felt positive about the experience. (SK)

Considers the relationship between a physical education instructor's role as teacher and his role as potential researcher. Explains how teachers and researchers can help one another and participate in collaborative efforts. (HB)

Suggests that African-American children benefit from cooperative-learning strategies because of their cultural heritage, family background, and socialization. Reviews cooperative-learning strategies, offers theoretical analysis of sociocultural basis for cooperative-learning orientations among African-American children, and examines empirical…

Collaborative learning involves the coconstruction of new knowledge. Key characteristics of collaborative teaching and learning include teachers as facilitators and group learning. (SK)

Describes the critical attributes of cooperative groups, tips for implementation, and activity ideas for the business education classroom. (JOW)

Discusses current trends in science education and the status of science instruction for students with disabilities. Presents a model for successful integration of students with disabilities into regular science classes and concludes with recommendations for educators. Contains 16 references. (JRH)

An inservice teacher certification program was team taught and focused on mixed ability groups and integrated instructional technology. The mix of individual and collaborative approaches was considered the key to success. (SK)