Cooperative Work Groups
Purchase
Description
Prepare your students for the modern-day workplace by implementing cooperative work groups in the classroom!
In today's political climate, where the value and success of the educational process is directly linked to publishable test scores, cooperative learning experiences have been either de-emphasized or ignored. This has created a learning environment diametrically opposite to the requirements of the real work world, leaving our students unprepared for the future challenges they will face.
Mandel outlines how educators can design meaningful learning experiences that will address standards and utilize modern-day cooperative learning, brain research, and the Internet to effectively develop a student's ability to thrive in the twenty-first century's workforce.
Key features include:
- Benefits of cooperative work groups and how students accomplish tasks in groups
- Application of brain research in the classroom to maximize learning
- Integration of technology into the curriculum, even when computer accessibility is extremely limited
- Classroom-tested, ready-to-use unit plans
- Modification strategies for learning disabled and English Language Learners
- Reproducible forms, Multiple Intelligence assessments, group and individual assessment strategies, and grading rubrics
- Numerous references and Web resources for further support, including the author's weekly updated Web site
The cooperative learning techniques put forth in Cooperative Work Groups are designed to emphasize the students' best learning styles and integrate the newest technology into their work, ensuring their success as individuals working together in groups on long-term projects in today's work society.
Contents
Acknowledgments
Acknowledgments
About the Author
- Introduction
- Why Cooperative Work Groups?
- The New Classroom Battle: What Today's Businesses Want Versus Traditional Teaching
- Components of the Cooperative Work Group Concept
- Cooperative Work Groups
- The Scope of this Book
Part I: The Way Students Accomplish Tasks
- 1. An Advanced, Modern Form of Cooperative Learning
- Putting Theory Into Practice: How Could They Make a Difference?
- 2. Group Formation
- Putting Theory Into Practice: Mr. Washington's Cooperative Work Groups
- 3. Leadership
- Putting Theory Into Practice: Distributing the Leaders
- 4. Materials
- Putting Theory Into Practice: Collecting Curricular Material for Student Use
- 5. Teacher Role: Critical Thinking and Classroom Management
- Critical Thinking: A Core Component of Student Work
- Classroom Management
- Putting Theory Into Practice: Planning for Higher-Order Thinking Skills and Dealing With Problems
- 6. Assessment
- Putting Theory Into Practice: Assessing the Experience
- A Final Note
Part II: The Way Students Learn Effectively and Efficiently
- Putting Theory Into Practice: Why Do They All Have to Be So Different?
- 7. Brain Research: The Multiple Intelligences
- A Quick Overview
- Integrating the Multiple Intelligences Into the Classroom Curriculum
- Classroom and Group Management Incorporating the Multiple Intelligences
- Putting Theory Into Practice: Addressing the Students' Multiple Intelligences
- 8. Teacher Use of the Multiple Intelligences
- Putting Theory Into Practice: Determining the Students' Multiple Intelligences
- 9. Integrating the Multiple Intelligences Into Cooperative Work Group Experiences
- Looking at the Classroom Holistically
- Using the Multiple Intelligences in the Presentation of Curricular Material
- Using the Multiple Intelligences in the Creative Work of Students
- Putting Theory Into Practice: Using the Multiple Intelligences in Group Formation
- A Final Note
Part III: The Internet as the Ultimate Educational Resource Center
- Putting Theory Into Practice: Using the Information Super-Curriculum
- 10. The Concept, Reality, and Cost of Digital Literacy
- Digital Literacy in Today's Classroom
- Establishing Student Access Within the School
- Putting Theory Into Practice: Determining the Quality and Quantity of Internet Access
- 11. How to Locate Curricular Material on the Internet
- Integrating the Internet Into the Curriculum
- Search Engines and Directories
- General Education Web Sites
- Comprehensive Subject Matter Web Sites
- Specialty Sites
- Teacher Guest Books
- Putting Theory Into Practice: Finding Internet Resources for Students
- 12. Integrating the Internet Into Cooperative Work Group Experiences
- Determining the Best Use of Online Resources
- Knowing When to Use, or Not Use, Technology
- How to Integrate Online Material Even When There Is No School Access to the Internet
- Parental Issues: Security Concerns and Public Relations
- Putting Theory Into Practice: Dealing With the Last Issues
- A Final Note
- 13. Summary
Part IV: Some Practical Examples of Teacher Unit Plans
- Science: A Trip to the Rain Forest
- Language Arts/History: The World of Zlata's Diary
- History/The Arts: Ancient Egypt - The Afterlife
- Math: Real Life With Fractions, Decimals, Ratios, Proportions and Percentages
- Resource A: Index of URLs
- Resource B: Student Multiple Intelligence Assessments
- Resource C: An Example of an Internet Acceptable Use Policy Contract
- Resource D: A Cooperative Work Group Lesson Plan Form
References
References
Index
Index
Additional materials
Description
Prepare your students for the modern-day workplace by implementing cooperative work groups in the classroom!
In today's political climate, where the value and success of the educational process is directly linked to publishable test scores, cooperative learning experiences have been either de-emphasized or ignored. This has created a learning environment diametrically opposite to the requirements of the real work world, leaving our students unprepared for the future challenges they will face.
Mandel outlines how educators can design meaningful learning experiences that will address standards and utilize modern-day cooperative learning, brain research, and the Internet to effectively develop a student's ability to thrive in the twenty-first century's workforce.
Key features include:
- Benefits of cooperative work groups and how students accomplish tasks in groups
- Application of brain research in the classroom to maximize learning
- Integration of technology into the curriculum, even when computer accessibility is extremely limited
- Classroom-tested, ready-to-use unit plans
- Modification strategies for learning disabled and English Language Learners
- Reproducible forms, Multiple Intelligence assessments, group and individual assessment strategies, and grading rubrics
- Numerous references and Web resources for further support, including the author's weekly updated Web site
The cooperative learning techniques put forth in Cooperative Work Groups are designed to emphasize the students' best learning styles and integrate the newest technology into their work, ensuring their success as individuals working together in groups on long-term projects in today's work society.
Contents
Acknowledgments
Acknowledgments
About the Author
- Introduction
- Why Cooperative Work Groups?
- The New Classroom Battle: What Today's Businesses Want Versus Traditional Teaching
- Components of the Cooperative Work Group Concept
- Cooperative Work Groups
- The Scope of this Book
Part I: The Way Students Accomplish Tasks
- 1. An Advanced, Modern Form of Cooperative Learning
- Putting Theory Into Practice: How Could They Make a Difference?
- 2. Group Formation
- Putting Theory Into Practice: Mr. Washington's Cooperative Work Groups
- 3. Leadership
- Putting Theory Into Practice: Distributing the Leaders
- 4. Materials
- Putting Theory Into Practice: Collecting Curricular Material for Student Use
- 5. Teacher Role: Critical Thinking and Classroom Management
- Critical Thinking: A Core Component of Student Work
- Classroom Management
- Putting Theory Into Practice: Planning for Higher-Order Thinking Skills and Dealing With Problems
- 6. Assessment
- Putting Theory Into Practice: Assessing the Experience
- A Final Note
Part II: The Way Students Learn Effectively and Efficiently
- Putting Theory Into Practice: Why Do They All Have to Be So Different?
- 7. Brain Research: The Multiple Intelligences
- A Quick Overview
- Integrating the Multiple Intelligences Into the Classroom Curriculum
- Classroom and Group Management Incorporating the Multiple Intelligences
- Putting Theory Into Practice: Addressing the Students' Multiple Intelligences
- 8. Teacher Use of the Multiple Intelligences
- Putting Theory Into Practice: Determining the Students' Multiple Intelligences
- 9. Integrating the Multiple Intelligences Into Cooperative Work Group Experiences
- Looking at the Classroom Holistically
- Using the Multiple Intelligences in the Presentation of Curricular Material
- Using the Multiple Intelligences in the Creative Work of Students
- Putting Theory Into Practice: Using the Multiple Intelligences in Group Formation
- A Final Note
Part III: The Internet as the Ultimate Educational Resource Center
- Putting Theory Into Practice: Using the Information Super-Curriculum
- 10. The Concept, Reality, and Cost of Digital Literacy
- Digital Literacy in Today's Classroom
- Establishing Student Access Within the School
- Putting Theory Into Practice: Determining the Quality and Quantity of Internet Access
- 11. How to Locate Curricular Material on the Internet
- Integrating the Internet Into the Curriculum
- Search Engines and Directories
- General Education Web Sites
- Comprehensive Subject Matter Web Sites
- Specialty Sites
- Teacher Guest Books
- Putting Theory Into Practice: Finding Internet Resources for Students
- 12. Integrating the Internet Into Cooperative Work Group Experiences
- Determining the Best Use of Online Resources
- Knowing When to Use, or Not Use, Technology
- How to Integrate Online Material Even When There Is No School Access to the Internet
- Parental Issues: Security Concerns and Public Relations
- Putting Theory Into Practice: Dealing With the Last Issues
- A Final Note
- 13. Summary
Part IV: Some Practical Examples of Teacher Unit Plans
- Science: A Trip to the Rain Forest
- Language Arts/History: The World of Zlata's Diary
- History/The Arts: Ancient Egypt - The Afterlife
- Math: Real Life With Fractions, Decimals, Ratios, Proportions and Percentages
- Resource A: Index of URLs
- Resource B: Student Multiple Intelligence Assessments
- Resource C: An Example of an Internet Acceptable Use Policy Contract
- Resource D: A Cooperative Work Group Lesson Plan Form
References
References
Index
Index
Additional materials
June 2003 | 192 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Hardcover | 27/02/2023 | 9780761938767 | $77.95 |
Prepare your students for the modern-day workplace by implementing cooperative work groups in the classroom!
In today's political climate, where the value and success of the educational process is directly linked to publishable test scores, cooperative learning experiences have been either de-emphasized or ignored. This has created a learning environment diametrically opposite to the requirements of the real work world, leaving our students unprepared for the future challenges they will face.
Mandel outlines how educators can design meaningful learning experiences that will address standards and utilize modern-day cooperative learning, brain research, and the Internet to effectively develop a student's ability to thrive in the twenty-first century's workforce.
Key features include:
- Benefits of cooperative work groups and how students accomplish tasks in groups
- Application of brain research in the classroom to maximize learning
- Integration of technology into the curriculum, even when computer accessibility is extremely limited
- Classroom-tested, ready-to-use unit plans
- Modification strategies for learning disabled and English Language Learners
- Reproducible forms, Multiple Intelligence assessments, group and individual assessment strategies, and grading rubrics
- Numerous references and Web resources for further support, including the author's weekly updated Web site
The cooperative learning techniques put forth in Cooperative Work Groups are designed to emphasize the students' best learning styles and integrate the newest technology into their work, ensuring their success as individuals working together in groups on long-term projects in today's work society.
Table Of Contents:
- Acknowledgments
- About the Author
- Introduction
- Why Cooperative Work Groups?
- The New Classroom Battle: What Today's Businesses Want Versus Traditional Teaching
- Components of the Cooperative Work Group Concept
- Cooperative Work Groups
- The Scope of this Book
- Part I: The Way Students Accomplish Tasks
- 1. An Advanced, Modern Form of Cooperative Learning
- Putting Theory Into Practice: How Could They Make a Difference?
- 2. Group Formation
- Putting Theory Into Practice: Mr. Washington's Cooperative Work Groups
- 3. Leadership
- Putting Theory Into Practice: Distributing the Leaders
- 4. Materials
- Putting Theory Into Practice: Collecting Curricular Material for Student Use
- 5. Teacher Role: Critical Thinking and Classroom Management
- Critical Thinking: A Core Component of Student Work
- Classroom Management
- Putting Theory Into Practice: Planning for Higher-Order Thinking Skills and Dealing With Problems
- 6. Assessment
- Putting Theory Into Practice: Assessing the Experience
- A Final Note
- Part II: The Way Students Learn Effectively and Efficiently
- Putting Theory Into Practice: Why Do They All Have to Be So Different?
- 7. Brain Research: The Multiple Intelligences
- A Quick Overview
- Integrating the Multiple Intelligences Into the Classroom Curriculum
- Classroom and Group Management Incorporating the Multiple Intelligences
- Putting Theory Into Practice: Addressing the Students' Multiple Intelligences
- 8. Teacher Use of the Multiple Intelligences
- Putting Theory Into Practice: Determining the Students' Multiple Intelligences
- 9. Integrating the Multiple Intelligences Into Cooperative Work Group Experiences
- Looking at the Classroom Holistically
- Using the Multiple Intelligences in the Presentation of Curricular Material
- Using the Multiple Intelligences in the Creative Work of Students
- Putting Theory Into Practice: Using the Multiple Intelligences in Group Formation
- A Final Note
- Part III: The Internet as the Ultimate Educational Resource Center
- Putting Theory Into Practice: Using the Information Super-Curriculum
- 10. The Concept, Reality, and Cost of Digital Literacy
- Digital Literacy in Today's Classroom
- Establishing Student Access Within the School
- Putting Theory Into Practice: Determining the Quality and Quantity of Internet Access
- 11. How to Locate Curricular Material on the Internet
- Integrating the Internet Into the Curriculum
- Search Engines and Directories
- General Education Web Sites
- Comprehensive Subject Matter Web Sites
- Specialty Sites
- Teacher Guest Books
- Putting Theory Into Practice: Finding Internet Resources for Students
- 12. Integrating the Internet Into Cooperative Work Group Experiences
- Determining the Best Use of Online Resources
- Knowing When to Use, or Not Use, Technology
- How to Integrate Online Material Even When There Is No School Access to the Internet
- Parental Issues: Security Concerns and Public Relations
- Putting Theory Into Practice: Dealing With the Last Issues
- A Final Note
- 13. Summary
- Part IV: Some Practical Examples of Teacher Unit Plans
- Science: A Trip to the Rain Forest
- Language Arts/History: The World of Zlata's Diary
- History/The Arts: Ancient Egypt - The Afterlife
- Math: Real Life With Fractions, Decimals, Ratios, Proportions and Percentages
- Resource A: Index of URLs
- Resource B: Student Multiple Intelligence Assessments
- Resource C: An Example of an Internet Acceptable Use Policy Contract
- Resource D: A Cooperative Work Group Lesson Plan Form
- References
- Index