EDT311 Final studyguide

EDT311 Final studyguide - EDT 311 Final study...

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EDT 311 Final study guide----Wednesday 10:15am-12:15pm, normal classroom? Cooperative Learning (Ch. 7) Setting Objectives and Providing Feedback (Ch. 8) Generating and Testing Hypotheses (Ch. 9) Cues, Questions, and Advance Organizers (Ch. 10) Teaching Specific Types of Knowledge (Ch. 11) Using the Nine Categories in Instructional Planning (Ch. 12) Current Events Articles EDT 311
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Final Exam Study Guide Wednesday May 4th @ 10:15 Chapter 7 Cooperative Learning   5 Elements of Cooperative Learning 1. Positive interdependence – a sense of sink or swim together 2. Face-to-face promotive interaction – helping each other learn, applauding success and efforts 3. Individual and group accountability – each of us has to contribute to the group achieving its goals. 4. Interpersonal and small group skills – communication, trust, leadership, decision making, and conflict resolution 5. Group processing – reflecting on how well the team is functioning and how to function even better Guide to Use Cooperative Learning 1. Organizing groups based on ability levels should be done sparingly · Should groups be homogeneous? – organized by ability levels · Students of low ability actually perform worse when they are placed in homogeneous groups with students of low ability- as opposed to students of low ability placed in heterogeneous groups · Students of high ability had only a slight positive effect compared to heterogeneous group
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· Students of medium ability benefited the most from homogeneous groups · CONCLUSION: grouping students by ability might have different effects on different students 2. Cooperative groups should be kept rather small in size · Groups of three or four members more effective than larger groups 3. Cooperative learning should be applied consistently and systematically, but not overused · Most effective when applied at least once a week · Can be misused and overused · Misused – when the tasks given to cooperative groups are not well structured · Overused – when it is implemented to such an extent that students have an insufficient amount of time to practice independently the skills and processes that they must master Three Types of Cooperative Learning 1. Informal groups · Examples: pair-share, turn-to-your-neighbor · Last for a few minutes to a class period · Can be used to: clarify expectations for tasks, focus students’ attention, allow students time to more deeply process information, or provide time for closure 2. Formal groups · Designed to ensure that the students have enough time to thoroughly complete an academic assignment · May last for several days or even week · Include cooperative learning components: o Positive interdependence o Group processing o Appropriate use of social skills
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o Face-to-face promotive interaction o Individual and group accountability 3. Base groups · Long term groups (semester or year) · Created to provide students with support throughout a semester or academic year *Of all the classroom grouping strategies, cooperative learning may be the
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This note was uploaded on 06/19/2011 for the course EDT 311 taught by Professor Witte during the Spring '11 term at Miami University.

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EDT311 Final studyguide - EDT 311 Final study...

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