Designing Groupwork: Strategies for the Heterogeneous Classroom

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Teachers College Press, Jan 1, 1994 - Education - 203 pages
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Since publication of the first edition of this best-selling book, cooperative learning has become a widely accepted strategy. Now properly designed groupwork has become a powerful tool for teaching all students and it's time to bring teachers up-to-date on the latest developments in the field.

Designing Groupwork combines easy-to-follow theory with examples and teaching strategies that are adaptable to any situation. The advantages and dilemmas of groupwork are discussed, as well as its use in multiability and bilingual classrooms, and step-by-step approaches to successful planning, implementation, and evaluation of groupwork activities. This Second Edition includes new material on skill-building for more advanced students, on the development of roles for older and younger students, on how to use multiple ability treatments and how to avoid common pitfalls, on cooperation and antisocial behavior, and on a new treatment for status problems.

  

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Contents

Groupwork as a Strategy for Classrooms
1
The Teacher as Educational Engineer
3
Use of Research
4
How True Are the Principles?
5
Why Groupwork?
6
Social Goals
17
Solving Common Classroom Problems
19
The Dilemma of Groupwork
24
Developing Roles
98
LongTerm Projects
100
The Teachers Role Letting Go and Teaming Up
103
Delegating Authority
104
Working as a Team
113
Treating Expectations for Competence
117
Making a Low Status Student the Group Expert
118
Expectation Training
119

Behavior of TaskOriented Groups
27
Expectations and the SelfFulfilling Prophecy
33
Educational Disadvantages of Dominance and Inequality
36
Preparing Students for Cooperation
39
Training for Cooperation
41
Cooperation and AntiSocial Behavior
57
Norms as a Practical Classroom Tool
60
Planning Groupwork in Stages
62
Creating the Task
67
Preparing the Situation
70
Planning Evaluation
79
A Word About Time
84
Giving Everyone a Part to Play
85
Efficient and Effective Groups
87
How Roles
88
Dividing the Labor
93
Assigning Roles
95
The Multiple Ability Strategy
122
Assigning Competence to Low Status Students
130
The Multiple Ability Classroom
133
Evaluating Your Engineering
135
Tools for Evaluation
137
Improving the Groupwork
145
Groupwork in the Bilingual Classroom
147
Oral Proficiency
149
GradeLevel Curriculum in Heterogeneous Settings
153
Finding Out
154
Conclusion
161
Cooperative Training Exercises
163
Tools for Groupwork Evaluation
183
References
189
Index
197
Copyright

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Page 195 - Comparison of Elementary School Children's Interaction in Teacher-led and Student-led Small Groups

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About the author (1994)

Elizabeth G. Cohen is Professor Emerita of Education and Sociology at Stanford University. Celeste M. Brody is Instructional Dean at Central Oregon Community College. Mara Sapon-Shevin is Professor of Inclusive Education at Syracuse University.

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