Describes the Philosophy for Children program in critical thinking, its pedagogical approach involving the community of inquiry, and the sociocognitive learning theories upon which it is based. Suggests it can be used as a pedagogical model for developing collaborative learning approaches in art education, especially aesthetics. (KM)

Lists and describes five essential components common to all cooperative learning lessons. Identifies heterogeneous grouping, introduction of social skills, interdependence of group members, individual accountability, and processing of group interaction as essential to cooperative learning. Suggest ways cooperative learning can be implemented in…

Reviews the major elements of cooperative learning and describes a model based upon level of difficulty which can be used as a guide for implementing activities. Discusses a planning worksheet for teachers and suggests ways in which teachers can assist each other in this process. (KO)

Offers cooperative learning instructional techniques for teaching the historical novel "The Root Cellar" in a remedial reading classroom. Recommends cooperative learning as a means through which the student can succeed academically while developing interpersonal skills. Suggests that the lesson can be adapted to match the ability level of…

The effects of cooperative learning strategy manipulations on the enactment and recall of a medical procedure were examined, using 98 undergraduates. Results shed light on prevalent theories of skill acquisition. Written recall of the procedure was enhanced by prior performance, and performance was enhanced by prior recall. (TJH)

Presents a strategy to improve students' comprehension of content material by having them read, discuss, and give written responses to items pertaining to short content texts. (MG)

Describes an art project in which cooperative learning groups created a ceramic slab puzzle. Students worked together on the overall design of the puzzle, though each piece was designed individually. The need to maintain accurate fitting of puzzle pieces as they dried encouraged positive behavior changes in most students. (LS)

Presents two alternatives to ability grouping--flexible grouping (based on students' level of independence as learners), and cooperative learning groups. Discusses the benefits of cooperative learning, and provides a sample cooperative learning lesson. (MM)

Presents a geographic inquiry lesson designed to supplement a unit on the Vietnam War. Students work in a cooperative learning situation which emphasizes critical thinking skills. Provides background information and lists references and sources from which a variety of visual activities can be derived. Reports a high degree of satisfaction among…

Project questions are real-world problems with multiple solutions, no obvious solution sequence, requiring hands-on data collection, and investigation of topics within and outside mathematics. Discusses evaluation of solution processes, describes a detailed example involving the trajectory of a baseball, and suggests 19 other project questions.…

Discusses the use of cooperative learning principles in bibliographic instruction at the University of Minnesota. Topics include changing the role of the instructor to relinquish some control and have an open attitude, and increasing student participation and control of the discussion for a more interactive environment. (LRW)

Discusses the shift in core curriculum materials from printed textbook formats to electronic formats. Highlights include cooperative learning; teacher-student interaction; multimedia-based programs; changes in the media development process; different versions of the final product; new revision schedules; and permission to use visual images, sound,…

Presents results of a study that used feedback from 231 eighth graders in a computer-based instruction (CBI) science program to examine the effects of interaction cues and ability grouping on class performance, attitudes, instruction time, and interaction behaviors. Results indicate that students who used the cued version of the CBI program…

Examines a teacher's commitment to cooperative learning in the college classroom, discussing what makes cooperative learning so useful and explaining how to implement it. The paper notes that more and more colleges and universities are moving to active cooperative learning, even within preservice teacher education programs. (SM)

A teacher at Upland Hills School (Royal Oaks, Michigan) describes how he and groups of seventh and eighth graders built a 175-foot bridge across a gully between the school and an outdoor environmental education area. Students received basic design and engineering instruction at a nearby university, and parents and community provided support and…