This paper is an overview of cooperative learning and its application at the college level. Cooperative learning is defined as occuring when small groups of students work together to maximize their own and each other's learning. The essential elements of cooperative learning include positive interdependence, face-to-face interaction, individual…

The creation of isomorphic activities can be accomplished when an instructor with a broad repertoire of activities applies a clear definition of purpose to a strong understanding of the clients involved. Experiential education is based on the use of experience to increase human potential. In order to capitalize on specific behaviors for focused…

This paper describes an attempt to introduce 33 education majors to the concept of cooperative learning as a teaching method they may use when they are classroom teachers. The benefits of cooperative learning for young students are briefly discussed, and an explanation is given of the "Student Teams Achievement Divisions" (STAD) system of grade…

The use of protocols--oral verbalizations of the problem solving process--in a critical thinking and problem solving class offers a number of advantages to students and teachers alike. Protocols help students (1) learn to read problems carefully; (2) focus on the important characteristics of specific problems; (3) slow down their problem-solving…

An experiment was conducted using the suggestopedia method to learn German vocabulary words. Four students who had failed, or nearly failed, tests during the regular university term, took part in two tutoring sessions in which the following procedure was used. First, a pretest of 72 lexical items was given. The students cooperated with the teacher…

From his experience in using a "clustering" arrangement for undergraduate classes of 25-50 students, the author describes a synergistic technique ("an active group exchange of three or more people involved in a particular objective"), listing guidelines and offering examples of material adaptable to it (questions, problems and…

The introductory section of the first of two related guides provides information that describes and assists in teaching a curriculum on HIV (human immunodeficiency virus) and AIDS (acquired immune deficiency syndrome). The introduction discusses the scope of the problem and includes an overview of the curriculum, a review of teaching strategies,…

This paper discusses three types of writing experiences, "Writing Roulette,""The Even-Steven Swap Game," and "The Open-Ended Story with a Slant," that can be used in a writing workshop for disabled readers at the secondary level. Each activity emphasizes writing but provides motivation for students to read each other's work. Students will have…

Teaching sociology through role playing involves students in acting out roles learned in the socialization process. The content of the game is the simulation of an area of social reality, either simple or complex. Participation in this activity presents students with alternative world views, develops problem solving and behavioral skills, and…

This study asks whether placing students in small, cooperative work groups results in redirecting student norms, climate and student interaction. Using a post-test only design, students in classes which daily used cooperative groups for the entire academic year were compared with comparable students from classes which used the lecture-discussion…

The author describes cooperative learning (cooperation among students and between students and staff) as one of the major process aspects of the management course at the Sheffield (England) Polytechnic. In addition, he presents some methods used to promote cooperative learning. (MF)

Describes the advantages of students' free discussion groups in literature classes. Provides a transcription of five students discussing a poem. (RL)

Provides a brief overview of the research on cooperative learning, and describes several classroom grouping techniques useful for all grade levels and subject areas. Discusses group retellings, associational dialogue, dyadic learning, needs grouping, the buddy system, cybernetic sessions, and research, interest, ability, tutorial, random social,…

Illustrates ways teachers of young children can meet individual children's needs while managing the group. This may be accomplished through chore-choosing during circle time and giving constructive praise as children perform their jobs, as well as deciding what to teach to whom and when while circulating during playtime. (BB)