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Cooperative Learning

Cooperative Learning

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Published by: mhuna on Oct 22, 2010
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Cooperative Learning
1.Johns Hopkins University
Abstract
Research on classroom cooperative learning techniques, in which students work in smallgroups and receive rewards or recognition based on their group performance, has beenincreasing in the past few years. This review summarizes the results of 28 primary field projects lasting at least 2 weeks, in which cooperative learning methods were used inelementary or secondary classrooms. The pattern of research findings supports the utilityof cooperative learning methods in general for increasing student achievement, positiverace relations in desegregated schools, mutual concern among students, student self-esteem, and other positive outcomes. The various cooperative learning methods arecontrasted in terms of characteristics and outcomes, and the next steps for research in thisarea are outlined.
Article Notes
ROBERT E. SLAVIN, Research Scientist, Center for Social Organization of Schools, Johns Hopkins University, Baltimore, Md. 21218.
Specialization:
Social psychology of education; motivation; field research methodologies.
 
 
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The Modern Language Journal 
Abstract
Cooperative learning (CL) has been found to be a highly effective instructional approachin education in general and this has been confirmed with regard to second language (L2)learning as well. This article investigates reasons for the success of CL from a psychological perspective, focusing on two interrelated processes: the unique groupdynamics of CL classes and the motivational system generated by peer cooperation. It isargued that the affective domain of CL plays a crucial role in the educational potential of the method. This paper summarizes the specific factors that contribute to the promotionof learning gains. While the analysis concerns cooperatively structured learning only, it isassumed that the processes described have a broader relevance to understanding thesuccess of peer collaboration in general.
 
Reaching English Language LearnersThrough Cooperative Learning
 Noorchaya Yahya and Kathleen Huienyahya [at] fau.edu & khuie [at] fau.eduFlorida Atlantic University (Boca Raton, Florida, USA)This is a model of a cooperative learning lesson that allows all levels of ELL learnersfrom preproduction to intermediate level to tackle tasks that are appropriate to their language proficiency skills and also that allows each student to take an important part indoing the group's assigned tasks since without each student's expertise, the group's task isincomplete.Pre-service teachers and inservice teachers frequently hear that Cooperative Learning isan effective strategy for classrooms with English Language Learning (ELL) students inthem. Cooperative learning strategies have been shown to improve academic performance (Slavin, 1987), lead to great motivation toward learning (Garibaldi, 1979),

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