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As these comments imply, cooperative learning does not happen automatically, and requires monitoring and support by the teacher. Some activities may not lend themselves to cooperative work, particularly if every member of the group is doing essentially the same task. Giving everyone in a group the same set of arithmetic problems to work on collaboratively, for example, is a formula for cooperative failure: either the most skilled students do the work for others (freeloading) or else members simply divide up the problems among themselves in order to reduce their overall work (overspecialization). A better choice for a cooperative task is one that clearly requires a diversity of skills, what some educators call a rich group work task (Cohen, Brody,&Sapon-Shevin, 2004). Preparing a presentation about medieval castles, for example, might require (a) writing skill to create a report, (b) dramatic skill to put on a skit and (c) artistic talent to create a poster. Although a few students may have all of these skills, more are likely to have only one, and they are therefore likely to need and want their fellow group members’ participation.

Examples of cooperative and collaborative learning

Although this description may make the requirements for cooperative learning sound somewhat precise, there are actually a variety of ways to implement it in practice. Error: Reference source not found summarizes several of them. As you can see, the strategies vary in the number of how many students they involve, the prior organization or planning provided by the teacher, and the amount of class time they normally require.

Strategies for encouraging cooperative learning
Strategy Type of groups involved: What the teacher does: What the students do:
Think-pair-share (Lyman, 1981) Pairs of students, sometimes linked to one other pair Teacher poses initial problem or question. First, students think individually of the answer; second, they share their thinking with partner; third, the partnership shares their thinking with another partnership.
Jigsaw classroom, version #1 (Aronson, et al., 2001) 5-6 students per group, and 5-6 groups overall Teacher assigns students to groups and assigns one aspect of a complex problem to each group. Students in each group work together to become experts in their particular aspect of the problem; later the expert groups disband, and form new groups containing one student from each of the former expert groups.
Jigsaw classroom, version #2 (Slavin, 1994) 4-5 students per group, and 4-5 groups overall Teacher assigns students to groups and assigns each group to study or learn about the same entire complex problem. Students initially work in groups to learn about the entire problem; later the groups disband and reform as expert groups, with each group focusing on a selected aspect of the general problem; still later the expert groups disband and the original general groups reform to learn what the expert students can now add to their general understanding.
STAD (Student-Teams-Achievement Divisions) (Slavin, 1994) 4-5 students per team (or group) Teacher presents a lesson or unit to the entire class, and later tests them on it; grades individuals based partly on individuals’ and the team’s improvement, not just on absolute level of performance. Students work together to insure that team mates improve their performance as much as possible. Students take tests as individuals.
Project-Based Learning (Katz, 2000) Various numbers of students, depending on the complexity of the project, up to and including the entire class Teacher or students pose a question or problem of interest to other students; teacher assists students to clarify their interests and to make plans to investigate the question further. Students work together for extended periods to investigate the original question or problem; project leads eventually to a presentation, written report, or other product.

Instructional strategies: an abundance of choices

Looking broadly at this chapter, you can see that choices among instructional strategies are numerous indeed, and that deciding among them depends on the forms of thinking that you want to encourage, the extent to which ideas or skills need to be organized by you to be understood by students, and the extent to which students need to take responsibility for directing their own learning. Although you may have personal preferences among possible instructional strategies, the choice will also be guided by the uniqueness of each situation of teaching—with its particular students, grade-level, content, and purposes. If you need to develop students’ problem solving skills, for example, there are strategies that are especially well suited for this purpose; we described some. If you need to organize complex information so that students do not become confused by it, there are effective ways of doing so. If you want the students to take as much initiative as possible in organizing their own learning, this too can be done.

Yet having this knowledge is still not enough to teach well. What is still needed are ideas or principles for deciding what to teach. In this chapter we have still not addressed an obvious question: How do I find or devise goals for my teaching and for my students’ learning? And assuming that I can determine the goals, where can I find resources that help students to meet them?

Questions & Answers

how do they get the third part x = (32)5/4
kinnecy Reply
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
I don't understand what the A with approx sign and the boxed x mean
ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
Commplementary angles
Idrissa Reply
hello
Sherica
im all ears I need to learn
Sherica
right! what he said ⤴⤴⤴
Tamia
hii
Uday
what is a good calculator for all algebra; would a Casio fx 260 work with all algebra equations? please name the cheapest, thanks.
Kevin Reply
a perfect square v²+2v+_
Dearan Reply
kkk nice
Abdirahman Reply
algebra 2 Inequalities:If equation 2 = 0 it is an open set?
Kim Reply
or infinite solutions?
Kim
The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
Al
y=10×
Embra Reply
if |A| not equal to 0 and order of A is n prove that adj (adj A = |A|
Nancy Reply
rolling four fair dice and getting an even number an all four dice
ramon Reply
Kristine 2*2*2=8
Bridget Reply
Differences Between Laspeyres and Paasche Indices
Emedobi Reply
No. 7x -4y is simplified from 4x + (3y + 3x) -7y
Mary Reply
is it 3×y ?
Joan Reply
J, combine like terms 7x-4y
Bridget Reply
how do you translate this in Algebraic Expressions
linda Reply
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
China
Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
AMJAD
preparation of nanomaterial
Victor Reply
Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
good afternoon madam
AMJAD
what is system testing
AMJAD
what is the application of nanotechnology?
Stotaw
In this morden time nanotechnology used in many field . 1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc 2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc 3- Atomobile -MEMS, Coating on car etc. and may other field for details you can check at Google
Azam
anybody can imagine what will be happen after 100 years from now in nano tech world
Prasenjit
after 100 year this will be not nanotechnology maybe this technology name will be change . maybe aftet 100 year . we work on electron lable practically about its properties and behaviour by the different instruments
Azam
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
Prasenjit
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
Damian
silver nanoparticles could handle the job?
Damian
not now but maybe in future only AgNP maybe any other nanomaterials
Azam
Hello
Uday
I'm interested in Nanotube
Uday
this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
Prasenjit
can nanotechnology change the direction of the face of the world
Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
Ali Reply
the Beer law works very well for dilute solutions but fails for very high concentrations. why?
bamidele Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Oneonta epsy 275. OpenStax CNX. Jun 11, 2013 Download for free at http://legacy.cnx.org/content/col11446/1.6
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