Ten strengths of how teachers do cooperative learning

Jacobs, George M. (2016) Ten strengths of how teachers do cooperative learning. Beyond Words, 4 (1). pp. 10-17.

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Cooperative learning involves students in working together with peers to learn, to develop learning skills and to enjoy the learning process. This paper examines ten areas in which the author believes he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students to form heterogeneous groups; (3) monitoring groups as they cooperate and encouraging groups to rely on themselves; (4) creating tasks that the groups find challenging, but not too challenging; (5) encouraging group members to do their fair share in their groups; (6) facilitating a feeling of positive interdependence among group members; (7) being willing to try new ideas in their implementation of cooperative learning; (8) learning from their experiences in using cooperative learning; (9) looking for opportunities to share with colleagues about their use of cooperative learning; (10) being cooperative in their lives outside the classroom.

Item ID: 50246
Item Type: Article (Scholarly Work)
ISSN: 2338-6339
Keywords: cooperative learning, group activities, individual accountability, positive interdependence, cooperation as a value, teacher reflection
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Articles published in this journal are Open Access under Creative Commons Attribution-ShareAlike 4.0 International License.

Date Deposited: 17 Nov 2017 05:13
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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