Cooperative Work Groups
Preparing Students for the Real World
1st Edition
Published on 12. August 2003
Book
Paperback/Softback
192 pages
978-0-7619-3877-4 (ISBN)
Description
Prepare your students for the modern-day workplace by implementing cooperative work groups in the classroom!
In today's political climate, where the value and success of the educational process is directly linked to publishable test scores, cooperative learning experiences have been either de-emphasized or ignored. This has created a learning environment diametrically opposite to the requirements of the real work world, leaving our students unprepared for the future challenges they will face.
Mandel outlines how educators can design meaningful learning experiences that will address standards and utilize modern-day cooperative learning, brain research, and the Internet to effectively develop a student's ability to thrive in the twenty-first century's workforce.
Key features include:
Benefits of cooperative work groups and how students accomplish tasks in groups
Application of brain research in the classroom to maximize learning
Integration of technology into the curriculum, even when computer accessibility is extremely limited
Classroom-tested, ready-to-use unit plans
Modification strategies for learning disabled and English Language Learners
Reproducible forms, Multiple Intelligence assessments, group and individual assessment strategies, and grading rubrics
Numerous references and Web resources for further support, including the author's weekly updated Web site
The cooperative learning techniques put forth in Cooperative Work Groups are designed to emphasize the students' best learning styles and integrate the newest technology into their work, ensuring their success as individuals working together in groups on long-term projects in today's work society.
In today's political climate, where the value and success of the educational process is directly linked to publishable test scores, cooperative learning experiences have been either de-emphasized or ignored. This has created a learning environment diametrically opposite to the requirements of the real work world, leaving our students unprepared for the future challenges they will face.
Mandel outlines how educators can design meaningful learning experiences that will address standards and utilize modern-day cooperative learning, brain research, and the Internet to effectively develop a student's ability to thrive in the twenty-first century's workforce.
Key features include:
Benefits of cooperative work groups and how students accomplish tasks in groups
Application of brain research in the classroom to maximize learning
Integration of technology into the curriculum, even when computer accessibility is extremely limited
Classroom-tested, ready-to-use unit plans
Modification strategies for learning disabled and English Language Learners
Reproducible forms, Multiple Intelligence assessments, group and individual assessment strategies, and grading rubrics
Numerous references and Web resources for further support, including the author's weekly updated Web site
The cooperative learning techniques put forth in Cooperative Work Groups are designed to emphasize the students' best learning styles and integrate the newest technology into their work, ensuring their success as individuals working together in groups on long-term projects in today's work society.
More details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 279 mm
Width: 216 mm
Weight
567 gr
ISBN-13
978-0-7619-3877-4 (9780761938774)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
08/2003
1st Edition
SAGE Publications Inc
€73.10
Shipment within 15-20 days
Person
Scott M. Mandel is a National Board-certified teacher in the Los Angeles Unified School District. He has worked as a teacher, administrator, and inservice leader for more than 25 years. The author of nine teacher education books, Mandel is also the founder and director of the Teachers Helping Teachers Web site. He received his PhD in curriculum and instruction from the University of Southern California.
Content
Acknowledgments
About the Author
Introduction
Why Cooperative Work Groups?
The New Classroom Battle: What Today's Businesses Want Versus Traditional Teaching
Components of the Cooperative Work Group Concept
Cooperative Work Groups
The Scope of this Book
Part I: The Way Students Accomplish Tasks
1. An Advanced, Modern Form of Cooperative Learning
Putting Theory Into Practice: How Could They Make a Difference?
2. Group Formation
Putting Theory Into Practice: Mr. Washington's Cooperative Work Groups
3. Leadership
Putting Theory Into Practice: Distributing the Leaders
4. Materials
Putting Theory Into Practice: Collecting Curricular Material for Student Use
5. Teacher Role: Critical Thinking and Classroom Management
Critical Thinking: A Core Component of Student Work
Classroom Management
Putting Theory Into Practice: Planning for Higher-Order Thinking Skills and Dealing With Problems
6. Assessment
Putting Theory Into Practice: Assessing the Experience
A Final Note
Part II: The Way Students Learn Effectively and Efficiently
Putting Theory Into Practice: Why Do They All Have to Be So Different?
7. Brain Research: The Multiple Intelligences
A Quick Overview
Integrating the Multiple Intelligences Into the Classroom Curriculum
Classroom and Group Management Incorporating the Multiple Intelligences
Putting Theory Into Practice: Addressing the Students' Multiple Intelligences
8. Teacher Use of the Multiple Intelligences
Putting Theory Into Practice: Determining the Students' Multiple Intelligences
9. Integrating the Multiple Intelligences Into Cooperative Work Group Experiences
Looking at the Classroom Holistically
Using the Multiple Intelligences in the Presentation of Curricular Material
Using the Multiple Intelligences in the Creative Work of Students
Putting Theory Into Practice: Using the Multiple Intelligences in Group Formation
A Final Note
Part III: The Internet as the Ultimate Educational Resource Center
Putting Theory Into Practice: Using the Information Super-Curriculum
10. The Concept, Reality, and Cost of Digital Literacy
Digital Literacy in Today's Classroom
Establishing Student Access Within the School
Putting Theory Into Practice: Determining the Quality and Quantity of Internet Access
11. How to Locate Curricular Material on the Internet
Integrating the Internet Into the Curriculum
Search Engines and Directories
General Education Web Sites
Comprehensive Subject Matter Web Sites
Specialty Sites
Teacher Guest Books
Putting Theory Into Practice: Finding Internet Resources for Students
12. Integrating the Internet Into Cooperative Work Group Experiences
Determining the Best Use of Online Resources
Knowing When to Use, or Not Use, Technology
How to Integrate Online Material Even When There Is No School Access to the Internet
Parental Issues: Security Concerns and Public Relations
Putting Theory Into Practice: Dealing With the Last Issues
A Final Note
13. Summary
Part IV: Some Practical Examples of Teacher Unit Plans
Science: A Trip to the Rain Forest
Language Arts/History: The World of Zlata's Diary
History/The Arts: Ancient Egypt - The Afterlife
Math: Real Life With Fractions, Decimals, Ratios, Proportions and Percentages
Resource A: Index of URLs
Resource B: Student Multiple Intelligence Assessments
Resource C: An Example of an Internet Acceptable Use Policy Contract
Resource D: A Cooperative Work Group Lesson Plan Form
References
Index
About the Author
Introduction
Why Cooperative Work Groups?
The New Classroom Battle: What Today's Businesses Want Versus Traditional Teaching
Components of the Cooperative Work Group Concept
Cooperative Work Groups
The Scope of this Book
Part I: The Way Students Accomplish Tasks
1. An Advanced, Modern Form of Cooperative Learning
Putting Theory Into Practice: How Could They Make a Difference?
2. Group Formation
Putting Theory Into Practice: Mr. Washington's Cooperative Work Groups
3. Leadership
Putting Theory Into Practice: Distributing the Leaders
4. Materials
Putting Theory Into Practice: Collecting Curricular Material for Student Use
5. Teacher Role: Critical Thinking and Classroom Management
Critical Thinking: A Core Component of Student Work
Classroom Management
Putting Theory Into Practice: Planning for Higher-Order Thinking Skills and Dealing With Problems
6. Assessment
Putting Theory Into Practice: Assessing the Experience
A Final Note
Part II: The Way Students Learn Effectively and Efficiently
Putting Theory Into Practice: Why Do They All Have to Be So Different?
7. Brain Research: The Multiple Intelligences
A Quick Overview
Integrating the Multiple Intelligences Into the Classroom Curriculum
Classroom and Group Management Incorporating the Multiple Intelligences
Putting Theory Into Practice: Addressing the Students' Multiple Intelligences
8. Teacher Use of the Multiple Intelligences
Putting Theory Into Practice: Determining the Students' Multiple Intelligences
9. Integrating the Multiple Intelligences Into Cooperative Work Group Experiences
Looking at the Classroom Holistically
Using the Multiple Intelligences in the Presentation of Curricular Material
Using the Multiple Intelligences in the Creative Work of Students
Putting Theory Into Practice: Using the Multiple Intelligences in Group Formation
A Final Note
Part III: The Internet as the Ultimate Educational Resource Center
Putting Theory Into Practice: Using the Information Super-Curriculum
10. The Concept, Reality, and Cost of Digital Literacy
Digital Literacy in Today's Classroom
Establishing Student Access Within the School
Putting Theory Into Practice: Determining the Quality and Quantity of Internet Access
11. How to Locate Curricular Material on the Internet
Integrating the Internet Into the Curriculum
Search Engines and Directories
General Education Web Sites
Comprehensive Subject Matter Web Sites
Specialty Sites
Teacher Guest Books
Putting Theory Into Practice: Finding Internet Resources for Students
12. Integrating the Internet Into Cooperative Work Group Experiences
Determining the Best Use of Online Resources
Knowing When to Use, or Not Use, Technology
How to Integrate Online Material Even When There Is No School Access to the Internet
Parental Issues: Security Concerns and Public Relations
Putting Theory Into Practice: Dealing With the Last Issues
A Final Note
13. Summary
Part IV: Some Practical Examples of Teacher Unit Plans
Science: A Trip to the Rain Forest
Language Arts/History: The World of Zlata's Diary
History/The Arts: Ancient Egypt - The Afterlife
Math: Real Life With Fractions, Decimals, Ratios, Proportions and Percentages
Resource A: Index of URLs
Resource B: Student Multiple Intelligence Assessments
Resource C: An Example of an Internet Acceptable Use Policy Contract
Resource D: A Cooperative Work Group Lesson Plan Form
References
Index