Universal Design (UD) involves the creation of accessible, flexible products that are functional for a wide population of users. Our problem-based learning exercise challenges student teams to create products and services guided by the principles of UD. After teams generate their new product concept, a spokesperson from each team pitches it in…

The objective of this lesson is for students to explain the basic geographic concepts of "space," "place," and "nature and society" using examples discussed in Alexander Murphy's "Geography: Why It Matters." The lesson is taught over two 50-minute class periods using the jigsaw technique and two strategies…

Author and educator Jason McKenna describes how teaching STEM education in his elementary school changed his classroom and his life, improving his students' and his own approaches to problem solving, collaboration, and general motivation to learn. Offering examples, tried and tested classroom projects, and collaborative strategies, this innovative…

In this semester-long activity, I describe how to create a collaborative cabinet of curiosities that engages critical methods of inquiry as an alternative summative assignment. Courses: Communication Pedagogy, Gender and Communication, Performance Studies. Objective: The objective of this assignment is for students to identify and analyze how…

To address third- and fourth-year chemistry students' difficulties with the challenge of interpreting [superscript 1]H NMR spectra, a problem solving-cooperative learning technique was incorporated in a Spectra of Organic Compounds course. Using this approach helped students deepen their understanding of the basics of [superscript 1]H NMR…

Why do some students go above and beyond what is asked of them while others do just enough to get by? This "Focus On" debunks common underachievement myths (such as "some students aren't capable of learning" or "underachievers are lazy") and looks at ways to create a motivating classroom by providing teachers with effective strategies for engaging…

Diversified small groups in the classroom provide a good opportunity for students to share information and ideas with each other. The research on cooperative small groups points out the benefits of these interactions and describes the process as a powerful forum for developing students' critical thinking and higher-order skills: (1) Cooperative…

Presents ideas for motivating students to create an informative and interesting physics project while becoming actively involved in learning the associated physics concepts. Discusses the use of physics projects as an alternative to lecture and traditional tests, using creativity and original ideas, and benefits to the school and the community.…

Describes Guy Claxton's book entitled "Wise Up". Discusses the three qualities that the author claims constitute a good learning temperament: (1) resilience and persistence; (2) a playful disposition; and (3) conviviality. Suggests ways in which to nurture those qualities in everyday practice. (KHR)

Describes how a 7th grade science teacher creates an equal learning environment for both female and male students. Explains how to personalize classroom structure, create a cooperative learning environment, and provide diverse role models. (YDS)

Presents an initial minicollaboration exercise with which to begin collaborative projects. Notes that students discuss how to respond to a range of comments and concerns of prior students to collaboration, thus shifting learning and discovery to students from the very first step. (SR)

Describes how the introduction of cooperative learning principles improved peer interaction during group work among preservice teachers in an undergraduate content area reading course. (SR)

Argues that the strategies and goals of cooperative learning promote good citizenship and the reduction of prejudice. Reviews supporting theories and research and reports on a fifth grade's ten-week cooperative learning experience. (JDH)

Describes how an eighth grade English teacher used photographs to help motivate students to read and write poetry. (PRA)

Describes students' reactions to a university physics class for engineering majors that was built around cooperative learning activities. Finds that student feedback supports research claims made about the learning benefits of this teaching method. (WRM)