This preview shows page 1. Sign up to view the full content.
Unformatted text preview: ENGL 483
Spring 2011 Cooperative Learning: A Definition
Cooperative Learning: A Definition
► Johnson et al (1994) – positive interdependence, individual and group accountability, promotive interaction, group skills, group processing ► http://www.foundationcoalition.org/publications/brochures/acl_p ► Bruffee (1999) Cooperative – primary/secondary level, social integration, teacher structure Collaborative – college level, foster new ideas, student authority Cooperative Learning in the Classroom
Cooperative Learning in the Classroom
► Johnson and Johnson (1995) – results in positive interdependence+ promotive interaction = academic achievement
► Slavin (1996) – improved intergroup relations, acceptance of mainstreamed students, attendance, discipline issues
► Myers (1996) – shift to transitional/critical literacy, students begin to think on a global level How Teachers Learn and Develop
How Teachers Learn and Develop
Hammerness et al (2005) – teachers need to learn to meet needs of diverse learners, acknowledge the needs of the group, reflect to foster improvement, find identity within a group, develop a community that promotes their vision
► Cooperative learning results in all of these.
► The Basics of Transitional Literacy
The Basics of Transitional Literacy
► Silent readers ► New genres are challenging but essential.
► Fluency grows ► Formats are often consistent. ► More capable of longterm production Reading
► Fluency ► Comprehension – deeper meaning
► Instructional Ideas? Writing
► Writing as a process
► Revision ► Develop the 4 S’s: Substance, Skills, Structure, Style Which Appeals to You?
Which Appeals to You?
► Product Approach ► Process Approach ► PostProcess Approach Writing Workshop
► Teacher/Student Conferences
► Group Share ► Status of the Class Conference Portfolios
► What is the purpose? ► What can/should it contain?
► What are the pros/cons? Literacy in the Home
Literacy in the Home
► How do the following family dynamics impact literacy and teacher involvement?
► Family structure?
► Culture? Misconceptions
► What are common misconceptions about low income families and literacy?
► The reality: limited education, limited funds, limited time, limited transportation
► What other literacy practices may be learned in the home? What Can Teachers Do?
What Can Teachers Do?
► Visit Communities
► Home Visits ► http://www.youtube.com/watch?v=lrYetCYZRe4
► Ask for family feedback on student’s literacy activities.
► Invite families to school to share their literacy.
► Communication/Exchange Literacy Issues
► What is meant by an “atrisk” student? What are some ways to help these students? Opinion of Activities?
Opinion of Activities?
► Examine Barone’s list on p. 185. Choose 3 5 activities you really support and 35 that you might see as questionable. Be prepared to support your choices. ...
View Full Document
This note was uploaded on 05/26/2011 for the course ENGLISH 483 taught by Professor Staff during the Spring '11 term at Longwood.
- Spring '11