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This report describes a project to improve achievement among 24 grade 11 basic U.S. history students in a growing, middle class, suburban community in northern Illinois. Students are assigned to basic classes due to reading test scores. Analysis of probable cause data revealed that students entered the course with poor attitudes toward school, poor self images, and lack of motivation. Differences in instructors in the classes contributed to a variety of expectations and teaching styles. Solution strategies for intervention occurred in the areas of cooperative learning lessons designed to improve academic achievement and specific strategies developed to improve classroom climate. Both solutions were related to curriculum development or changes in teaching practice. Nineteen appendices include tests, surveys, unit outlines, and activities. (EH)

This report describes a project to improve achievement among 24 grade 11 basic U.S. history students in a growing, middle class, suburban community in northern Illinois. Students are assigned to basic classes due to reading test scores. Analysis of probable cause data revealed that students entered the course with poor attitudes toward school, poor self images, and lack of motivation. Differences in instructors in the classes contributed to a variety of expectations and teaching styles. Solution strategies for intervention occurred in the areas of cooperative learning lessons designed to improve academic achievement and specific strategies developed to improve classroom climate. Both solutions were related to curriculum development or changes in teaching practice. Nineteen appendices include tests, surveys, unit outlines, and activities. (EH)

This report describes a project to improve achievement among 24 grade 11 basic U.S. history students in a growing, middle class, suburban community in northern Illinois. Students are assigned to basic classes due to reading test scores. Analysis of probable cause data revealed that students entered the course with poor attitudes toward school, poor self images, and lack of motivation. Differences in instructors in the classes contributed to a variety of expectations and teaching styles. Solution strategies for intervention occurred in the areas of cooperative learning lessons designed to improve academic achievement and specific strategies developed to improve classroom climate. Both solutions were related to curriculum development or changes in teaching practice. Nineteen appendices include tests, surveys, unit outlines, and activities. (EH)

Cooperative learning is a teaching approach which has gained worldwide recognition over the years for its role in facilitating teaching and learning by both teachers and students. Cooperative learning on a broader scope is just one teaching method amongst many. There exist different cooperative learning strategies which can be contextualized depending on the teacher involved, the learners and the content of what has to be taught and learned. Each of these cooperative learning strategies has a specific impact on the learning process of the learners. It is therefore relevant for teachers to have knowledge of the respective cooperative learning strategies which can be made use of, in order to facilitate learning. This study therefore, seeks to investigate the cooperative learning strategies teachers use in facilitating the comprehension of geography in secondary schools in the North West and South West Regions of Cameroon. It focused on Fako and Meme Divisions in the South West Region and Mezam Division in the North West Region. The research objective was further turned to research question. The study was both a qualitative and quantitative research.The descriptive survey research design was adopted with a sample size of 138 geography teachers and 536 students. A questionnaire was the main instrument for data collection with reliability of 0.07 coefficient Cronbach alpha. The data was analysed quantitatively and qualitatively. Data were entered using EpiData version 3.1 and exported to SPSS version 25.0. Quantitative data was analysed using descriptive and inferential statistical tools while qualitative data were analysed using thematic analysis approach. Findings of the study revealed that, 31.23% of teachers and 22.96% of students hardly used the cooperative learning strategies. Based on these findings, it was recommended that training seminars and workshops should be organized for in-service teachers and a training course on cooperative learning and its different strategies be introduced in teacher training colleges. Teachers should also make an effort to read about cooperative learning and constantly practice the method of teaching.

Cooperative learning is a teaching approach which has gained worldwide recognition over the years for its role in facilitating teaching and learning by both teachers and students. Cooperative learning on a broader scope is just one teaching method amongst many. There exist different cooperative learning strategies which can be contextualized depending on the teacher involved, the learners and the content of what has to be taught and learned. Each of these cooperative learning strategies has a specific impact on the learning process of the learners. It is therefore relevant for teachers to have knowledge of the respective cooperative learning strategies which can be made use of, in order to facilitate learning. This study therefore, seeks to investigate the cooperative learning strategies teachers use in facilitating the comprehension of geography in secondary schools in the North West and South West Regions of Cameroon. It focused on Fako and Meme Divisions in the South West Region and Mezam Division in the North West Region. The research objective was further turned to research question. The study was both a qualitative and quantitative research.The descriptive survey research design was adopted with a sample size of 138 geography teachers and 536 students. A questionnaire was the main instrument for data collection with reliability of 0.07 coefficient Cronbach alpha. The data was analysed quantitatively and qualitatively. Data were entered using EpiData version 3.1 and exported to SPSS version 25.0. Quantitative data was analysed using descriptive and inferential statistical tools while qualitative data were analysed using thematic analysis approach. Findings of the study revealed that, 31.23% of teachers and 22.96% of students hardly used the cooperative learning strategies. Based on these findings, it was recommended that training seminars and workshops should be organized for in-service teachers and a training course on cooperative learning and its different strategies be introduced in teacher training colleges. Teachers should also make an effort to read about cooperative learning and constantly practice the method of teaching.

Cooperative learning is a teaching approach which has gained worldwide recognition over the years for its role in facilitating teaching and learning by both teachers and students. Cooperative learning on a broader scope is just one teaching method amongst many. There exist different cooperative learning strategies which can be contextualized depending on the teacher involved, the learners and the content of what has to be taught and learned. Each of these cooperative learning strategies has a specific impact on the learning process of the learners. It is therefore relevant for teachers to have knowledge of the respective cooperative learning strategies which can be made use of, in order to facilitate learning. This study therefore, seeks to investigate the cooperative learning strategies teachers use in facilitating the comprehension of geography in secondary schools in the North West and South West Regions of Cameroon. It focused on Fako and Meme Divisions in the South West Region and Mezam Division in the North West Region. The research objective was further turned to research question. The study was both a qualitative and quantitative research.The descriptive survey research design was adopted with a sample size of 138 geography teachers and 536 students. A questionnaire was the main instrument for data collection with reliability of 0.07 coefficient Cronbach alpha. The data was analysed quantitatively and qualitatively. Data were entered using EpiData version 3.1 and exported to SPSS version 25.0. Quantitative data was analysed using descriptive and inferential statistical tools while qualitative data were analysed using thematic analysis approach. Findings of the study revealed that, 31.23% of teachers and 22.96% of students hardly used the cooperative learning strategies. Based on these findings, it was recommended that training seminars and workshops should be organized for in-service teachers and a training course on cooperative learning and its different strategies be introduced in teacher training colleges. Teachers should also make an effort to read about cooperative learning and constantly practice the method of teaching.

Cooperative learning is a teaching approach which has gained worldwide recognition over the years for its role in facilitating teaching and learning by both teachers and students. Cooperative learning on a broader scope is just one teaching method amongst many. There exist different cooperative learning strategies which can be contextualized depending on the teacher involved, the learners and the content of what has to be taught and learned. Each of these cooperative learning strategies has a specific impact on the learning process of the learners. It is therefore relevant for teachers to have knowledge of the respective cooperative learning strategies which can be made use of, in order to facilitate learning. This study therefore, seeks to investigate the cooperative learning strategies teachers use in facilitating the comprehension of geography in secondary schools in the North West and South West Regions of Cameroon. It focused on Fako and Meme Divisions in the South West Region and Mezam Division in the North West Region. The research objective was further turned to research question. The study was both a qualitative and quantitative research.The descriptive survey research design was adopted with a sample size of 138 geography teachers and 536 students. A questionnaire was the main instrument for data collection with reliability of 0.07 coefficient Cronbach alpha. The data was analysed quantitatively and qualitatively. Data were entered using EpiData version 3.1 and exported to SPSS version 25.0. Quantitative data was analysed using descriptive and inferential statistical tools while qualitative data were analysed using thematic analysis approach. Findings of the study revealed that, 31.23% of teachers and 22.96% of students hardly used the cooperative learning strategies. Based on these findings, it was recommended that training seminars and workshops should be organized for in-service teachers and a training course on cooperative learning and its different strategies be introduced in teacher training colleges. Teachers should also make an effort to read about cooperative learning and constantly practice the method of teaching.

The study aims to ascertain three things: (1) the difference in learning achievement in history between students using the Jigsaw cooperative learning model and students using the Studen Teams Achievement Divisions (STAD) model; (2) the impact of high and low discipline on learning achievement; and (3) the possibility of an interaction between cooperative learning models and discipline on history learning achievement. This study employed experimental research as its research methodology. The 2023-2024 academic year saw the conducting of this study at SMAN 11 North Bengkulu and SMAN 13 North Bengkulu. The XI social studies classes made up the study's population. Two groups were chosen at random to serve as research samples: one was the treatment group, which I taught using Jigsaw-style instruction, and the other used Studen Teams Achievement Divisions (STAD) instruction. This study employed a 2x2 factorial ANOVA research design. The application of Jigsaw and Studen Teams Achievement Divisions (STAD) has an impact on student learning achievement. High and low discipline have an impact on history learning achievement. Cooperative learning models and discipline have an impact on history learning achievement. These are the study's findings.

This study aims to improve the learning outcomes of grade VI students in Science learning through the STAD (Student Teams Achievement Divisions) model at SD Negeri 37 Bengkulu City. This research is a Classroom Action Research (CAR) conducted in four stages: planning, implementation, observation, and reflection. The subjects of the study were 32 students in grade VI. Data collection techniques included observation, documentation, and tests. The improvement in cognitive learning outcomes of grade VI students at SD Negeri 37 Bengkulu City was observed from the pre-cycle activity, where only 13 out of 32 students achieved mastery with a percentage of 40.63%. The average learning outcome achievement in Cycle I increased to a mastery rate of 71.88%, which further increased to 90.63% in Cycle II. The study met the success criteria set by the researchers at 80%, with a final achievement in Cycle II of 90.63%. Therefore, the research process with the implementation of the STAD cooperative learning model was successful and followed the expected procedure.

This study aims to improve the learning outcomes of grade VI students in Science learning through the STAD (Student Teams Achievement Divisions) model at SD Negeri 37 Bengkulu City. This research is a Classroom Action Research (CAR) conducted in four stages: planning, implementation, observation, and reflection. The subjects of the study were 32 students in grade VI. Data collection techniques included observation, documentation, and tests. The improvement in cognitive learning outcomes of grade VI students at SD Negeri 37 Bengkulu City was observed from the pre-cycle activity, where only 13 out of 32 students achieved mastery with a percentage of 40.63%. The average learning outcome achievement in Cycle I increased to a mastery rate of 71.88%, which further increased to 90.63% in Cycle II. The study met the success criteria set by the researchers at 80%, with a final achievement in Cycle II of 90.63%. Therefore, the research process with the implementation of the STAD cooperative learning model was successful and followed the expected procedure.

This study sought to ascertain whether the student teams-achievement division (STAD) model of cooperative learning is effective in fostering students’ mathematical reasoning. Using the cluster random sampling technique, 301 eleventh-grade students between the ages of 14 and 20 were chosen from six public secondary schools within one district in Zambia. Students were given tasks on quadratic equations and functions both before and after the intervention. A robust analysis of the covariance test revealed that students’ mathematical reasoning abilities were significantly higher for the group that received instruction using the STAD approach than for the group that was taught using conventional methods of instruction at each of the five design points where regression slopes were comparable. A Chi-square test of independence further revealed that the STAD learning approach was associated with a greater proportion of students who demonstrated an appropriate degree of mathematical reasoning ability for each of the three indicators (conjecturing, justifying, and mathematizing). These results demonstrate that enhancing students’ mathematical reasoning abilities through the integration of classroom activities that engage students intellectually, physically, and socially is beneficial.

Cooperative learning has gained popularity in higher educational settings. However, assigning grades equitably to all team members in a way that rewards them for their contributions remains challenging. In this paper, we ask whether having free riders on a team lowers the quality of submitted work, and whether students' course performance correlates with peer evaluations. In an introductory sociology course, 101 students were organized into 20 teams; each team completed a set of three papers. Students were evaluated by the quality of work submitted and peer evaluations. For statistical analysis, we organized the teams into one of three groups, among which we compared average paper grades: group one contained teams with free riders, group two contained teams that may have free riders, and group three contained teams with no free riders. We found that teams with free riders did not submit significantly lower quality work than teams without free riders. We also statistically analyzed the relationship between student course performance and their peer evaluation, and found that students' performance in the course showed little correlation with their peer evaluations. Our results indicate that free riders do not depress the grades of non-free rider students. We also found that students' peer evaluations do not correlate with their course performance, a finding which warrants further research. (Contains 3 tables, 3 footnotes, and 3 figures.)

Constructing an appropriate group is important to teamwork success. Although, heterogeneous grouping is widely recommended in Western countries, this method of grouping is questioned in Asian classrooms because Asian and Western students have different cultures of learning. Unfortunately, this issue has not been addressed in any research to date. This study aims to investigate how Vietnamese students should be grouped so that they can maximize their opportunities to learn. The study is in two parts: a pilot study and an intervention. The pilot study included twenty students and was conducted for four weeks. The intervention consisted of one hundred and forty five students and lasted for eight weeks. In both studies, students answered a questionnaire survey and ten students were interviewed. The results of both studies showed that friendship grouping was more preferred. Future researchers should take these findings into consideration so that cooperative learning activities can be designed adaptively in Asian classrooms.

The aim of this research is to explain the implementation of cooperative learning in English class of favorite school of Secondary High School 5 Batusangkar, West Sumatera; to find out the achievement of Cooperative Learning in English class of Favorite School of Secondary High School 5 Batusangkar, West Sumatera; and to know how is the strengths and weaknesses of cooperative learning methods in English class in Secondary High School 5 Batusangkar, West Sumatera. This research belongs to descriptive qualitative research. Instruments applied here were observation, interview and documentation. Grade VIII A and B Secondary High School 5 Batusangkar, West Sumatera as a pilot test to see how the cooperative learning is conducted. The findings explained that the implementation of cooperative learning in Secondary High School 5 Batusangkar, West Sumatera was effective. It helped the students to improve students' achievement in terms of academics up to 9.8. There are strengths such as: a) Having advantages in terms of delivery material by using a complete infrastructure; b) English teacher create learning that inspires students to be active; c) the students become subject of the study; d) had quite good; and e) teacher becomes a facilitator. While the weaknesses are: a) the learning process is still using the conventional model; b) English language usage not maximum; c) the process of learning tends to lead the achievement of curriculum; and d) contextual, teachers are still following the situation and condition of students.

This action research examines how focused organization, group roles, and gender grouping impact student participation when working in a cooperative group setting. Fifty-two sixth graders were studied for a period of nine weeks. Results show when students are organized in their cooperative groups, there will be an increase in student participation. Participation also increased when students were given assigned roles. Lastly, this research shows that my hypothesis was incorrect by thinking participation would increase when students work in same gender cooperative groups. To come to these results, data was collected using a triangular approach focusing on observations, change in grades, and questionnaires. The following are appended: (1) Data Collection Matrix; (2) Teacher Observation Log: Focused Organization; (3) Focused Organization; (4) Teacher Observation Log: Group Roles; (5) Student Roles; (6) Group Roles; (7) Teacher Observation Log: Gender Grouping; and (8) Gender Grouping. (Contains 5 figures.)

To succeed in today's economy, students need both proficiency in the "three Rs" (reading, writing and arithmetic) and strong applied skills. Communication skills, team work, and critical thinking have long been at the top of employers' lists of applied skills they seek in employees. States are responding to employers' needs by putting in place new educational standards. These standards include not only higher levels of basic academic knowledge that students are expected to master but also applied skills pertaining to presenting information, explaining one's reasoning, and effectively collaborating in groups. As a result, teachers nationwide are having students work in groups more frequently. This report examines a recent large-scale effort to expand a cooperative learning program in middle schools. The change in standard instructional practices gives schools a chance to not only teach students applied skills, but improve students' academic learning, if they can help teachers turn "group work" into "cooperative learning teams." PowerTeaching, a structured cooperative learning program, was designed to do just that. Thus, the expansion of PowerTeaching through a federal Investing in Innovation grant offers the education field a unique opportunity to learn what it takes to help teachers create cooperative learning environments in their classrooms. This report presents the lessons learned from this scale-up effort and findings from a multiyear evaluation of it. It describes how PowerTeaching was implemented over the first few years, how classrooms with the program differed from those without it, and whether students in the program performed better in math. The evaluation found that while teachers who taught with PowerTeaching learned to place their students into longstanding mixed-ability groups, which are thought to be conducive to cooperative learning, teachers did not consistently use the program's instructional techniques that transform group work into cooperative learning. In turn, students' math performance did not differ significantly between schools using the program and schools not using it. A likely cause for the weak implementation was that the ongoing professional development, which is an integral part of the PowerTeaching program, mostly did not occur or focused more on teaching the new material required by recently adopted education standards rather than on cooperative learning techniques. The evaluation thus points to the importance of focused, ongoing training and support when trying to modify teachers' instructional practices. This report was written with Deni Chen, Ashley Kennedy, and Joseph Quinn.

This action research project implemented and evaluated a program for enhancing students' social skills in order to increase their ability to work cooperatively and to resolve conflict. The targeted population consisted of kindergarten students in a lower income urban school, located in a medium-sized Midwestern city. The problem of insufficient social skills was evident from teacher observations and the frequent need for adult mediation. Analysis of probable cause data revealed several contributing factors, including frequent exposure to violence and lack of role models for resolving conflict. Faculty also reported insufficient language experiences and opportunities to interact socially with others prior to entering kindergarten. A review of solution strategies suggested by professional sources and educational literature resulted in the selection of 3 interventions over a 4-month period: explicit teaching of social skills, the use of a violence prevention program, and the application of cooperative learning strategies. Post-intervention data indicated an increase in students' social skills, ability to work cooperatively, and ability to resolve conflicts. (Seven appendices include a teacher observation chart and student and parent surveys. Contains 47 references.) (Author/HTH)

This paper presents findings from a study that explored students' perceptions of cooperative learning strategies used in educational administration classes. Specifically, the study sought to determine whether students perceived the strategies to be more effective than traditional methods in increasing their knowledge and retention and in improving their decision-making, communication, human relations, and group-process skills. During phase 1 in Spring 1993, questionnaires were sent to 74 students who had completed a graduate class in school business management or the principalship at California State University at San Bernardino. Questionnaires were sent to 60 students who had taken a leadership development course at Pepperdine University, Malibu, California during the second phase in January, 1994. Sixty-three and 41 responses, respectively, were received. Students at both universities perceived cooperative learning strategies to be effective in terms of improving their knowledge of subject matter and decision-making, human relations, communications, and academic skills. The positive ratings support findings of other research in which students rated cooperative learning experiences more positively than competitive ones. The appendix describes various cooperative learning techniques. (LMI)

This document presents the third year evaluation of the CAI/Cooperative Learning Project. The purpose of this project is to develop a national model for integrating computer-assisted instruction (CAI) through an integrated learning system. The project is a collaborative effort by two Pennsylvania school districts, Hatboro-Horsham and Pittston Area, and Research for Better Schools (RBS). This report begins with an introduction that provides background information on the project and the evaluation questions addressed by the study. Next, the evaluation design and procedures are described including design, student sample, instrumentation, and data collection and analysis. The findings of the evaluation questions for year three are presented in two sub-sections: program implementation and program outcomes. Finally, general conclusions which relate to the project's evaluation questions as well as implications of the evaluation's findings and conclusions are presented. Included in the appendix are the surveys used in the evaluation as well as the mean survey responses for rated items. (JLB)

The institutional goals of improving academic achievement and increasing persistence warrant consideration of the college classroom environment, with specific attention to the factors associated with actively involving students in the learning experience. This study sought to determine the effects of a cooperative learning environment on academic achievement and persistence by examining the precursory measure of student involvement. A survey was conducted of 68 freshmen from the 1992 entering class at the University of Illinois who declared a biology or biomedical major. Students exposed to the cooperative learning environment in the Undergraduate Honors Biology Workshop were compared to students exposed only to the traditional learning environment. The findings suggest that the cooperative learning environment positively influences student involvement. However, the positive influences are not carried into areas other than in the context of the cooperative learning environment. Persistence in college stemmed from the desire to obtain employment. Persistence in the major was related more towards economic gain than any particular interest in the discipline. An appendix presents internal consistency reliabilities for the Quality of Effort Scales of the College Student Experiences Questionnaire. (Contains 26 references.) (JDD)

This study compared communication and interaction patterns in a college class in Dutch as a second language. Subjects were 16 native-English-speaking students. Two lessons, one taught using cooperative learning (CL) and one using teacher-centered instruction (TC), were videotaped and analyzed. The CL lesson consisted of a group reading game. The TC lesson consisted of a review of comparison structures using guided conversation and a review of some earlier material. Transcripts were analyzed for quantity of talk (turn-taking, questions, Dutch T-units) and quality (lexical variety, complexity, error rate, correction). Results show subjects took many more turns in the CL than in the TC setting. Number of turns taken was much higher, out of proportion to the increased amount of speaking time in the CL lesson. The teacher took only 7 percent of turns in the CL setting, as contrasted with 50 percent in the TC lesson. Quantity and proportion of student questions also differed greatly. In addition, students produced 10 times as many T-units in the CL setting, using more Dutch, more English, and more mixed language. Dutch was used most of the time in the TC setting. Implications for classroom interaction are explored. Contains 43 references. (MSE)

Several recent studies have shown that when black and white students work together on biracial learning teams, they make more cross-racial friendships than students in traditional classrooms. This study is a secondary analysis of one of these studies, conducted to discover for whom the effects of cooperative learning are the greatest. The sample was 402 seventh and eighth grade students in twelve inner-city English classrooms. Classes were randomly assigned to team learning or control classes for a ten week period. The team learning classes used Student Teams-Achievement Divisions, a cooperative learning technique described by R.E. Slavin. Results indicated that the treatment increased cross-race friendships equally for students of different sexes, races and achievement levels. Further analyses revealed that new cross-race friends tended to be mutual instead of unreciprocated friends and to be among the first six friends named on the sociometric questionnaire rather than more distant choices. (Author/MK)

This paper presents 14 cooperative learning lesson plans and related handouts suitable for use in communication courses. The paper begins with 8 handouts that deal with objectives; criteria; differences between the old paradigm and the new paradigm based on cooperative learning; positive interdependences; group differences between cooperative learning and traditional learning; advantages of cooperative learning based on research results; the outline of the lesson plans; and evaluation options. The lesson plans in the paper focus on: (1) test taking; (2) studying by writing test questions; (3) identification of communication theories and skills in a story; (4) gender differences in interpersonal communication; (5) business and professional communication; (6) organizational models; (7) profiling an author; (8) using a "T-chart" to characterize trends in literature, theater, and music in the last 5 years; (9) multicultural communication; (10) multicultural simulation; (11) marketing rhetorical criticism; (12) rhetorical theory; (13) controversy in research methods; and (14) statistical imagery. Each lesson plan in the paper presents the task, activities, expected criteria for success, individual accountability, expected behaviors, and types of interdependence experienced. Contains 36 references. (RS)

This paper presents 14 cooperative learning lesson plans and related handouts suitable for use in communication courses. The paper begins with 8 handouts that deal with objectives; criteria; differences between the old paradigm and the new paradigm based on cooperative learning; positive interdependences; group differences between cooperative learning and traditional learning; advantages of cooperative learning based on research results; the outline of the lesson plans; and evaluation options. The lesson plans in the paper focus on: (1) test taking; (2) studying by writing test questions; (3) identification of communication theories and skills in a story; (4) gender differences in interpersonal communication; (5) business and professional communication; (6) organizational models; (7) profiling an author; (8) using a "T-chart" to characterize trends in literature, theater, and music in the last 5 years; (9) multicultural communication; (10) multicultural simulation; (11) marketing rhetorical criticism; (12) rhetorical theory; (13) controversy in research methods; and (14) statistical imagery. Each lesson plan in the paper presents the task, activities, expected criteria for success, individual accountability, expected behaviors, and types of interdependence experienced. Contains 36 references. (RS)

This newsletter contains 14 items on cooperative learning and outdoor education, with a particular focus on environmental education and ecology. "Cooperative Teaching/Learning Strategies and Objectives in Outdoor/Environmental Education" by Clifford E. Knapp is about cooperative teaching and learning strategies in outdoor education and emphasizes the value of cooperative outdoor education, mentioning several outdoor games and education programs. It calls for more communication among outdoor-environmental educators. "Teachers are Wild about WILD" by Jennifer Meyer describes Project WILD, a multistate program designed to help students of any age to develop awareness, knowledge, skills, and commitment to responsible behavior concerning the environment. "Group Initiative Educational Games" from the Muskingum Outdoor Training and Education Center describes games that teach students how to think and act cooperatively. A Japanese program, "Adventure Orienteering," is described by Toshio Hoshino. In this program, campers walk an unknown course using maps and compasses. Other articles include: "Processing Outdoor Experiences," by Clifford E. Knapp; "The Sheldon Centre for Outdoor Education," by Joan Thompson; and "An Alternative Educational Program for Adjudicated Youth," by Alan Dodson. This newsletter also offers resource lists, including a four-page bibliography, and gives the names and addresses of training workshops, environmental living programs, and summer camps using cooperative learning strategies. There is also a review by Jan Rensel of the book, "Humanizing Environmental Education: A Guide for Leading Nature and Human Nature Activities" (Knapp & Goodman, 1981). This document also includes information on the International Association for the Study of Cooperation in Education. (TES)

Cooperative-Learning-21st-century dumped with WikiTeam tools.

A practicum was designed to intervene and assist borderline elementary school RSP (Resource Specialist Program) students in special education classes and/or through extra assistance within the regular classroom. Borderline RSP students who had been referred to the Student Study Team (SST) for below-grade-level scores and classroom functioning in reading and related subject areas were placed in the RSP pull-out program. The 11 students worked in an elementary school RSP classroom 3 days a week for 3 months to improve their phonetic skills and other areas of language arts. One day for a week for 3 months, the resource specialist and her aide presented enrichment lessons coupled with cooperative learning activities to school-based RSP students and regular classroom students. Practicum results were positive. Students' attitudes about reading, school, and related subjects after the intervention were generally positive. Most of these students were able to receive a passing score by decoding words. The combination of RSP services to remediate decoding skills and other weak areas in language arts, as well as the cooperative learning experiences in the regular classroom, helped to improve the school-based borderline RSP students' attitudes about school and reading. Findings provide support for the use of school-based provision for borderline RSP students' early enrollment in the program. Seven tables and one figure are included; special education terms and abbreviations, forms related to the program, a decoding word list work sample, and a questionnaire are attached. Contains 41 references. (Author/RS)

A practicum was designed to intervene and assist borderline elementary school RSP (Resource Specialist Program) students in special education classes and/or through extra assistance within the regular classroom. Borderline RSP students who had been referred to the Student Study Team (SST) for below-grade-level scores and classroom functioning in reading and related subject areas were placed in the RSP pull-out program. The 11 students worked in an elementary school RSP classroom 3 days a week for 3 months to improve their phonetic skills and other areas of language arts. One day for a week for 3 months, the resource specialist and her aide presented enrichment lessons coupled with cooperative learning activities to school-based RSP students and regular classroom students. Practicum results were positive. Students' attitudes about reading, school, and related subjects after the intervention were generally positive. Most of these students were able to receive a passing score by decoding words. The combination of RSP services to remediate decoding skills and other weak areas in language arts, as well as the cooperative learning experiences in the regular classroom, helped to improve the school-based borderline RSP students' attitudes about school and reading. Findings provide support for the use of school-based provision for borderline RSP students' early enrollment in the program. Seven tables and one figure are included; special education terms and abbreviations, forms related to the program, a decoding word list work sample, and a questionnaire are attached. Contains 41 references. (Author/RS)

A practicum was designed to intervene and assist borderline elementary school RSP (Resource Specialist Program) students in special education classes and/or through extra assistance within the regular classroom. Borderline RSP students who had been referred to the Student Study Team (SST) for below-grade-level scores and classroom functioning in reading and related subject areas were placed in the RSP pull-out program. The 11 students worked in an elementary school RSP classroom 3 days a week for 3 months to improve their phonetic skills and other areas of language arts. One day for a week for 3 months, the resource specialist and her aide presented enrichment lessons coupled with cooperative learning activities to school-based RSP students and regular classroom students. Practicum results were positive. Students' attitudes about reading, school, and related subjects after the intervention were generally positive. Most of these students were able to receive a passing score by decoding words. The combination of RSP services to remediate decoding skills and other weak areas in language arts, as well as the cooperative learning experiences in the regular classroom, helped to improve the school-based borderline RSP students' attitudes about school and reading. Findings provide support for the use of school-based provision for borderline RSP students' early enrollment in the program. Seven tables and one figure are included; special education terms and abbreviations, forms related to the program, a decoding word list work sample, and a questionnaire are attached. Contains 41 references. (Author/RS)

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This article is from Journal of Microbiology & Biology Education : JMBE , volume 14 . Abstract We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

This article is from Journal of Microbiology & Biology Education : JMBE , volume 14 . Abstract We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

This article is from Journal of Microbiology & Biology Education : JMBE , volume 14 . Abstract We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

This article is from Journal of Microbiology & Biology Education : JMBE , volume 14 . Abstract We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

Peer orientation has been found to explain as much as 27.4% of the variance in achievement in graduate-level research methodology courses, with students who prefer to learn in cooperative groups tending to attain lower levels of performance in individual learning settings than do their counterparts. The purpose of the present study was to determine whether the relationship between peer orientation and achievement remained in research methodology courses when cooperative learning techniques were introduced. Participants were 159 students enrolled in 7 sections of a graduate-level research methodology course at a Southern university over a 2-semester period. These students were administered a learning style instrument were enrolled in sections in which cooperative learning groups were formed to undertake the major course requirements (r=-0.16, p

Two secondary students with severe disabilities and 28 high school sophomores enrolled in a life sciences class participated in this study. The two students with disabilities also participated in a special education classroom with a community-based instructional program. A cooperative learning intervention was implemented using Johnson and Johnson's Circle of Learning model, which involved heterogeneous grouping, structured interdependence, structured accountability, and teaching collaborative skills. Four adaptations were used to include the two special needs students in the biology class: the amount of work required was changed, materials were enlarged and important information was highlighted, additional time was provided to complete tasks, and student roles were sometimes changed. Three results indicated that cooperative learning increased the opportunity to master content for both students with disabilities and their nondisabled peers: (1) on-task behavior increased for all students; (2) more interactions were related to content (i.e., teaching and helping); and (3) the performance of nondisabled students increased. The disabled students' ability to learn social and communication skills may also improve under cooperative learning conditions. Teacher interaction decreased for students in typical groups and increased for students in integrated groups. (Contains 26 references.) (JDD)

This study examined the problem-solving behaviors, strategies, and achievement of college students enrolled in a one-semester college algebra and statistics course, with respect to the content areas of quantitative literacy, connections between algebraic and graphical representations, and mathematical modeling. Four instructional units of this course were chosen, two in which the students were assigned to cooperative-learning groups and two in which the students worked independently. The findings suggest that students who work in cooperative learning groups clearly exhibit important problem-solving behaviors such as persistence and a willingness to explore alternative solutions; however, they still experience difficulty explicating the connections between mathematical actions and/or processes and the related mathematical concepts. (Author)

This document contains the materials required for two 6-hour workshop sessions designed to introduce educators working with adult basic education (ABE) and/or English-as-a-second-language (ESL) students to the use of cooperative learning in adult education classrooms by modeling. Included in the document are the following: introduction (overviews and timelines for each workshop session, preworkshop checklist, instructions for preparing for activities; materials and equipment checklist, critique sheet for trainers to use to give participants feedback); trainer's notes detailing all workshop activities; prereadings to be sent to participants before the workshop session; activities (including role cards, games, table signs); charts listing the workshop objectives; handouts containing all materials to which trainers will refer during the workshop; and transparencies (abbreviated textual and graphic elements of the training materials). Session 1 of the workshop and the prereadings present selected theoretical underpinnings to cooperative learning and specific strategies for organizing the learning environment. Session 2 provides participants with a broader theoretical framework and additional strategies for establishing a climate for student-centered learning. Among the specific topics examined are the following: differences between learning alone and in groups; team building; simple cooperative structures; individual accountability; positive interdependence; and strategies promoting interaction. (MN)

Critical thinking ability of students' mathematical is a component that must be mastered by the student. Learn to think critically means using mental processes, such as attention, categorize, selection, and rate/decide. Critical thinking ability in giving proper guidance in thinking and working, and assist in determining the relationship between the material with more material. Critical thinking skills very needed in solving the problem/solution search, and task completion. But the fact is this ability have not developed well, even at the middle school students. Therefore, should the effort to implement an instructional model that is expected to help improve KBKM students in mathematics. This research applies the Interactive Learning Setting Cooperative Model (ILSC) as an alternative to learning that is expected to enhance these capabilities. The sample in this research is 68 students of class X MAN Model Gorontalo in Gorontalo. The hypothesis was tested at 5% significance level. The data were analysed by applying the mean, standard deviation, and n-Gain. The result shows that: (1) there is a difference achievement, the enhancement of KBKM, in experiment class and control class; (2) Learning with ILSC models better than Conventional method.

In recent years, the development of information and communication technology (ICT) in the world and Malaysia namely has created a significant impact on the methods of communicating information and knowledge to the learners and consequently, innovative teaching techniques have evolved to change the ways teachers teach and the ways students learn. This study main focuses are directed on developing a cooperative learning environment to promote an active learning environment of smart schools in Malaysia. Within this learning process, multimedia technology and Web 2.0 tools, namely, MyPortfolio were integrated to provide the students to learn on their own as well as to document their progress and experience within this cooperative learning environment. The core purpose of this study is to establish the impact on student learning, their perceptions and learning experiences of the cooperative learning environment using web 2.0 tools among the smart secondary schools students in Malaysia. Surveys were conducted to students to ascertain their reaction towards these learning environment activities. The results of this project were encouraging as the students managed to cope with each other to reach their common goal. The usage of blogs acts as an important tool to enhance team cooperation and to foster a learning community within the class. (Contains 4 figures and 5 tables.)

Effective coordination of agents actions in partially-observable domains is a major challenge of multi-agent systems research. To address this, many researchers have developed techniques that allow the agents to make decisions based on estimates of the states and actions of other agents that are typically learnt using some form of machine learning algorithm. Nevertheless, many of these approaches fail to provide an actual means by which the necessary information is made available so that the estimates can be learnt. To this end, we argue that cooperative communication of state information between agents is one such mechanism. However, in a dynamically changing environment, the accuracy and timeliness of this communicated information determine the fidelity of the learned estimates and the usefulness of the actions taken based on these. Given this, we propose a novel information-sharing protocol, post-task-completion sharing, for the distribution of state information. We then show, through a formal analysis, the improvement in the quality of estimates produced using our strategy over the widely used protocol of sharing information between nearest neighbours. Moreover, communication heuristics designed around our information-sharing principle are subjected to empirical evaluation along with other benchmark strategies (including Littmans Q-routing and Stones TPOT-RL) in a simulated call-routing application. These studies, conducted across a range of environmental settings, show that, compared to the different benchmarks used, our strategy generates an improvement of up to 60% in the call connection rate; of more than 1000% in the ability to connect long-distance calls; and incurs as low as 0.25 of the message overhead.

Effective coordination of agents actions in partially-observable domains is a major challenge of multi-agent systems research. To address this, many researchers have developed techniques that allow the agents to make decisions based on estimates of the states and actions of other agents that are typically learnt using some form of machine learning algorithm. Nevertheless, many of these approaches fail to provide an actual means by which the necessary information is made available so that the estimates can be learnt. To this end, we argue that cooperative communication of state information between agents is one such mechanism. However, in a dynamically changing environment, the accuracy and timeliness of this communicated information determine the fidelity of the learned estimates and the usefulness of the actions taken based on these. Given this, we propose a novel information-sharing protocol, post-task-completion sharing, for the distribution of state information. We then show, through a formal analysis, the improvement in the quality of estimates produced using our strategy over the widely used protocol of sharing information between nearest neighbours. Moreover, communication heuristics designed around our information-sharing principle are subjected to empirical evaluation along with other benchmark strategies (including Littmans Q-routing and Stones TPOT-RL) in a simulated call-routing application. These studies, conducted across a range of environmental settings, show that, compared to the different benchmarks used, our strategy generates an improvement of up to 60% in the call connection rate; of more than 1000% in the ability to connect long-distance calls; and incurs as low as 0.25 of the message overhead.

Effective coordination of agents actions in partially-observable domains is a major challenge of multi-agent systems research. To address this, many researchers have developed techniques that allow the agents to make decisions based on estimates of the states and actions of other agents that are typically learnt using some form of machine learning algorithm. Nevertheless, many of these approaches fail to provide an actual means by which the necessary information is made available so that the estimates can be learnt. To this end, we argue that cooperative communication of state information between agents is one such mechanism. However, in a dynamically changing environment, the accuracy and timeliness of this communicated information determine the fidelity of the learned estimates and the usefulness of the actions taken based on these. Given this, we propose a novel information-sharing protocol, post-task-completion sharing, for the distribution of state information. We then show, through a formal analysis, the improvement in the quality of estimates produced using our strategy over the widely used protocol of sharing information between nearest neighbours. Moreover, communication heuristics designed around our information-sharing principle are subjected to empirical evaluation along with other benchmark strategies (including Littmans Q-routing and Stones TPOT-RL) in a simulated call-routing application. These studies, conducted across a range of environmental settings, show that, compared to the different benchmarks used, our strategy generates an improvement of up to 60% in the call connection rate; of more than 1000% in the ability to connect long-distance calls; and incurs as low as 0.25 of the message overhead.

Effective coordination of agents actions in partially-observable domains is a major challenge of multi-agent systems research. To address this, many researchers have developed techniques that allow the agents to make decisions based on estimates of the states and actions of other agents that are typically learnt using some form of machine learning algorithm. Nevertheless, many of these approaches fail to provide an actual means by which the necessary information is made available so that the estimates can be learnt. To this end, we argue that cooperative communication of state information between agents is one such mechanism. However, in a dynamically changing environment, the accuracy and timeliness of this communicated information determine the fidelity of the learned estimates and the usefulness of the actions taken based on these. Given this, we propose a novel information-sharing protocol, post-task-completion sharing, for the distribution of state information. We then show, through a formal analysis, the improvement in the quality of estimates produced using our strategy over the widely used protocol of sharing information between nearest neighbours. Moreover, communication heuristics designed around our information-sharing principle are subjected to empirical evaluation along with other benchmark strategies (including Littmans Q-routing and Stones TPOT-RL) in a simulated call-routing application. These studies, conducted across a range of environmental settings, show that, compared to the different benchmarks used, our strategy generates an improvement of up to 60% in the call connection rate; of more than 1000% in the ability to connect long-distance calls; and incurs as low as 0.25 of the message overhead.

This is a compilation of materials from a workshop for librarians on cooperative learning and bibliographic instruction. Included in these materials are the workshop agenda and goals and instructions for a game, "Petals Around A Rose," that has both a competitive and a cooperative learning version. Other workshop materials include three bibliographic instruction scenarios, a cooperative learning information packet, and bibliographies on the following themes: "Collaborative Learning"; "Critical Thinking"; "CD-ROM End-User Instruction"; "Bibliographic Instruction"; "Ideas for Library Assignments and Teaching"; and "Cooperative/Collaborative Learning: Research and Practice (Primarily) at the Collegiate Level." Also provided is the workshop evaluation sheet and photocopies of the overheads used during the workshop. (MAB)

This paper presents a rationale for the compatibility of cooperative learning and invitational education. Invitational education focuses on how teachers can invite students to see themselves as able, valuable, and self-directing in an interactive group situation. Specifically, the rationale demonstrates how cooperatively structured disagreement can take place in an inviting manner. One method for structuring cooperative controversy is described and the findings from a limited research project on this method is summarized. A pilot study is reported in which college of education students participated in cooperative disagreement on a controversial topic in education. (JD)

The paper briefly discusses pedagogical theory underlying the application of cooperative learning strategies in postsecondary environments and describes specific cooperative pedagogical strategies. Most of the paper consists of descriptions of the following exemplary cooperative learning techniques, with supporting data when available: (1) Aronson's Jigsaw Classroom (in which material to be learned is apportioned among student groups who teach their expertise to the rest); (2) Dansereau's scripted dyadic model, in which pairs of students exchange multiple oral summaries of brief sections of text material; (3) Fantuzzo's reciprocal peer tutoring (pairs of students test each other in preparation for a class test); (4) Johnson, Johnson, and Smith's structured controversy (students are assigned to support opposing sides of an issue); (5) Lyman's Think-Pair-Share technique (pairs of students discuss individual responses and then share with the whole group); (6) Miller and Spencer's roundtable (students brainstorm their responses); (7) Sharan's group investigation model (small groups investigate and prepare presentations on a subtopic); (8) Sherman and Woy-Hazleton's student team project (student groups work on a real community problem); and (9) Sherman's dyadic essay confrontations (students compose and share sample essay questions). Approximately 100 references accompany the theoretical portion of the paper, and an appendix includes an annotated bibliography of 58 items. (DB)

Some educators and psychologists see competition as a cornerstone in the development of self-reliance and as a powerful motive in stimulating effort and productivity. Others see competition as a source of hostility, self-doubt and anxiety which in turn decrease learning outcomes. Similarly, some educators and psychologists see that cooperation can be a beneficial alternative to competition as it (the former) decreases prejudice and increases student motivation, interaction and achievement. Others see that cooperation is a source of problems such as free-riding, diffusion of responsibility and loafing and that these problems may in turn lead to motivation losses among group members and debilitate team performance. In the field of writing, no studies have as yet focused directly on the effects of cooperative versus competitive learning on students’ writing. The first purpose of this study, therefore, was to compare the effects of cooperative versus competitive learning experiences on EFL students’ writing. A second purpose was to explore the effects of gender on the overall writing performance under cooperative and competitive conditions. The subjects for the study were 88 EFL students at the university level. These participants were randomly assigned to the two treatment conditions. The two groups were then instructed by the researcher using the same content but different methods. The instruments used in the study were: I) The Michigan Composition Test (Model 2), and (2) An Analytic Scoring Instrument developed by the researcher (1991).Statistical analysis of the data using the t-test revealed a significant difference between the mean gain scores of the two groups, with respect to both the quality and quantity of writing in favor of the cooperative group (t=2.13, p

A collection of activities is presented for use at home to foster cooperative attitudes and build social skills. The activities are aimed at strengthening the cooperative bond in a family and giving family members practice in the skills needed to cooperate effectively. This handbook explains the cooperative learning concept, outlines the rules for an effective cooperative learning experience, suggests ways in which parents can improve cooperation at home, and describes cooperative activities. The cooperative activities are organized into five categories. "Kitchen Projects" includes "Things We Do Together,""Vacation Collage,""Baker's Clay Ornaments,""The Best and The Worst," and "Cleanie Meanies.""Reading and TV Viewing" covers "Family Reading Time,""Reading Aloud,""Making Books," and "Careful TV Viewing.""In The Car" suggests the following activities: "Travel Games,""Round Robin Stories,""The How Would You Feel Game," and "Family Trip Poster.""Outdoors" focuses on "Making Games Cooperative,""Harvest Time,""In the Garden," and "Snow Play." A section called "Family Meetings" describes how to conduct a family meeting and suggests topics which can be discussed at family meetings, such as family outings, working together as a team, sharing responsibilities, and identifying admirable qualities of family members'"favorite person." (JDD)