Encourages the use of constructive controversy as a teaching method that combines cooperative learning with structured intellectual conflict. Contrasts the controversy teaching format with recitation and group discussion, and explains the method's five-step process, which moves from preparing the best possible case for a given position to dropping…

This book explains how college faculty can use cooperative learning to increase student achievement, create positive relationships among students, and promote healthy student psychological adjustment to college. The book contains practical strategies toward these ends and presents the conceptual framework needed to create a cooperative learning…

There is a rich theoretical base for cooperative learning. Three interrelated types have been developed (formal, informal, cooperative base groups) that provide a framework for effective college teaching. However, too much emphasis is placed on developing the skills of individuals and too little on creating learning communities within which…

Cooperative learning is the use of small student groups as teams to accomplish a common goal, emphasizing positive interdependence, individual and group accountability, face-to-face interaction, team skills, and group processing. Using formal cooperative learning groups at the college level requires planning, monitoring of students' learning,…

Describes formal, intensive small group activities in large college classes, as well as initiatives to redesign courses around small-group learning. Strategies include "jigsaw," structured controversy, problem-based cooperative learning, and restructured lecture-recitation-laboratory activities. Notes basis of such strategies in constructivist…

College faculty can minimize problems in grading students' cooperative projects by carefully structuring the five basic elements of formal cooperative learning groups: positive interdependence; individual and group accountability; face-to-face promotive interaction; teamwork skills; and group processing. There must also be sufficient reason for…