Professional Documents
Culture Documents
WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each
with students of different levels of ability, use a variety of learning activities to improve their
understanding of a subject. Each member of a team is responsible not only for learning what is
taught but also for helping teammates learn, thus creating an atmosphere of achievement.
WHY USE IT? Documented results include improved academic achievement, improved behavior
and attendance, increased self-confidence and motivation, and increased liking of school and
classmates. Cooperative learning is also relatively easy to implement and is inexpensive.
HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in
almost any grade, and without a special curriculum:
Jigsaw II is used with narrative material in grades 3-12. Each team member is
responsible for learning a specific part of a topic. After meeting with members of other
groups, who are "expert" in the same part, the "experts" return to their own groups and
present their findings. Team members then are quizzed on all topics.
WHAT ELSE DOES IT DO? Schools are using similar strategies with both students and teachers
to do the following:
According to David Johnson and Roger Johnson (1999), there are five basic elements that allow
successful small-group learning:
Positive interdependence: Students feel responsible for their own and the group's
effort.
Individual and group accountability: Each student is responsible for doing their part;
the group is accountable for meeting its goal.
Group behaviors: Group members gain direct instruction in the interpersonal, social,
and collaborative skills needed to work with others occurs.
Group processing: Group members analyze their own and the group's ability to work
together.
Student Roles
Some tasks are complex and may benefit from clear roles and responsibilities assigned to each
student within a group. Create team roles that are simple, clear, and important. Roles that are
frivolous, unclear, or too complex may frustrate one or more team members. Some sample roles
are:
Critical thinking is a rich concept that has been developing throughout the past 2500
years. The term "critical thinking" has its roots in the mid-late 20th century. We offer here
overlapping definitions, together which form a substantive, transdisciplinary conception of
critical thinking.
The Problem
Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased,
distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of
what we produce, make, or build depends precisely on the quality of our thought. Shoddy
thinking is costly, both in money and in quality of life. Excellence in thought, however, must be
systematically cultivated.
A Definition
Critical thinking is that mode of thinking - about any subject, content, or problem - in which the
thinker improves the quality of his or her thinking by skillfully taking charge of the structures
inherent in thinking and
imposing intellectual standards upon them.
The Result
A well cultivated critical thinker:
raises vital questions and problems, formulating them clearly and precisely;
The list of core critical thinking skills includes observation, interpretation, analysis, inference,
evaluation, explanation, and metacognition. According to Reynolds (2011), an individual or
group engaged in a strong way of critical thinking gives due consideration to establish for
instance:
Applicable theoretical constructs for understanding the problem and the question at
hand
Render accurate judgments about specific things and qualities in everyday life
In sum:
"A persistent effort to examine any belief or supposed form of knowledge in the light of the
evidence that supports or refutes it and the further conclusions to which it tends."