Suggests a way to change the role of physics teacher. Discusses the teacher as a coach, reducing anxiety, team cooperation, and a grading system including "forgiving learning" which recognizes student's progress. (YP)

Discusses ways in which the simulation technique can be used in classes of 30 or more students by structuring the simulation so that all the students are involved simultaneously, although in different ways. Seven stages are suggested for developing, presenting, and doing a simulation; a sample simulation is presented. (SED)

Describes several techniques for making discussion groups function well in a composition classroom. (AEA)

Teachers producing their own worksheets can now make ones that include questions that stimulate such higher level cognitive processes as analyzing, interpreting, and synthesizing. Suggestions are given for assignments which utilize word searches and partially filled outlines in both group and individual activities. (IS)

This paper discusses how the Nominal Group Technique (NGT) can be adapted for use in online instruction. The four basic stages of the NGT (listing, recording, collating, and prioritizing) are described, and modifications for online delivery are detailed, including: (1) the instructor posts the Socratic question or problem to be posed; (2) students…

This lesson introduces the study of insects in science by using poetry. Students work in cooperative groups to prepare choral poetry readings and present factual information on an assigned insect to the class. The choral poetry readings also serve to increase fluency in English-as-a-second-language students. During four 30-minute sessions,…

This study examined 26 third-grade teachers' use and evaluation of cooperative learning (CL) groups and 38 students' reactions to and verbal interactive behaviors during CL in two classes. Surveys indicated that both groups reported using CL almost daily, with many positive academic, social, and attitude outcomes. Most student interactions were…

Highlights group and task differences between teaching and coaching which favor coaching, thus making it more amenable to exercise influence by coaches and more motivational than teaching. A model synthesizing antecedents of role preference, influences of organizational and environmental elements, enacted role, role congruence, and resulting job…

Presents three activities to promote participation in group discussions about books. Activity one involves displaying pictures of characters and having students describe them, citing specific actions from the book as proof. Activity two entails listing a story's actions into a flow chart. Activity three involves making a line graph indicating the…

Describes an investigation into the use of the World Wide Web as a teaching tool in a computer studies methods course and a computer literacy course at two Australian universities. Student and teacher evaluations highlighted the positive outcomes resulting from student-centered, collaborative learning using the Web. (SM)

Two field experiments were conducted to compare the effects of a cooperative learning group method to a whole-class method on acquisition of selected social-environmental studies problem-solving skills by 342 fourth graders. Both methods outperformed the control, but the cooperative strategy was less effective than was the whole-class method. (TJH)

Suggests the use of cooperative learning in social studies as a way of giving meaning to current international events. Lists six benefits researchers attribute to cooperative learning. Outlines a cooperative learning activity designed to introduce students to the media and its impact on their perception of the world. (KO)

Argues that despite positive student interaction associated with cooperative learning, group work in heterogeneously mixed classrooms can create a condition of unequal contribution based on status. Suggests that cooperative learning is more effective if unequal status interaction is treated. Gives examples of assignments which will lead to this…

Examines the advantages of teaching in a multiage elementary classroom and discusses specific techniques that work well with children of different ages and abilities. Suggests that teachers need to integrate material as much as possible, balance large- and small-group activities, and utilize cooperative teams made up of students from each age…

Discusses activities for use in multilevel language classes, or in regular classes with students of varying abilities. They include start-up activities suitable for everyone, activities where students perform a task at different levels, and activities that incorporate a variety of different activities. Small group and individual activities are…