Download Teaching Cooperative Learning: The Challenge for Teacher by Elizabeth G. Cohen, Celeste M. Brody, Mara Sapon-Sherwin PDF

By Elizabeth G. Cohen, Celeste M. Brody, Mara Sapon-Sherwin

Explores cooperative studying practices.

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Additional resources for Teaching Cooperative Learning: The Challenge for Teacher Education (Teacher Preparation and Development)

Example text

In contrast, those who struggle to make sense of classroom and curricular organization, have poorly developed abilities to use on-going assessment, and who are weak in disciplinary knowledge and thinking, tend to fall back on traditional approaches of teaching—regardless of the quality of the internship. Year-Long Classroom Management Seminar Another critical program factor that supports the intern’s ability to implement collaborative and cooperative learning is the pacing of the classroom management course throughout the year.

The candidates are expected to document their learning and growth across the six institutional outcomes for teacher development. The entries are self-directed. The candidates choose what learning experiences are most meaningful to their development and performance over the course of the year, and worthy of inclusion in their portfolios. The intent of the portfolio is to promote habits of reflective practice and to help the teacher candidates take ownership for their professional growth. The portfolio development process has both individual and cooperative elements (Rolheiser, Bower, & Stevahn, 2000).

Toronto: Bookation. , Rolheiser, C. & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto: Educational Connections. , & Bailey, B. (1993). Learning together: The impact of joint professional development experiences for pre-service and in-service teachers. Paper presented at the Canadian Society for Studies in Education Annual Conference, Ottawa, ON. Erskine-Cullen, E. ). (1995). The Learning Consortium. School Effectiveness and School Improvement, 6(3), 187–282. , Bennett, B.

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