Sentences with phrase «cooperative learning in your classroom»

Teachers who use cooperative learning in their classrooms have developed techniques that make the most of this method, and they share them.

This kind of collaborative learning contrasts with what is often called cooperative learning in classrooms.

Encouraging cooperative learning in the classroom and not setting a bad example with their own behavior (Assess yourself honestly: Do you use sarcasm or mean - spirited humor?)

Today I was reminded of how much I enjoy using cooperative learning in my classroom and the power of it!

The foundation for using cooperative learning in your classroom.

The leadership role in implementing cooperative learning in the classroom, colleagial teaching teams among teachers, and school - based decision making.

Following is a list of five positive results from the effective use of cooperative learning in the classroom setting.

Not exact matches

Each tool is specifically tailored for the modern classroom, with examples and positive solutions to each and every roadblock that stands in the way of cooperative learning.

In Positive Discipline Tools for Teachers, you will learn how to successfully incorporate respectful, solution - oriented approaches to ensure a cooperative and productive classroom.

If teachers are interested in bringing cooperative learning into their classrooms, Panitz recommends that they experiment with a few group activities before they make a total shift into the method.

A master math teacher in Anchorage, Alaska, establishes a cooperative - learning environment in an upper - elementary classroom..

... Things like cooperative and democratic attitude for example, makes sense in the schooling or classroom context in the way that a teacher would demonstrate being cooperative, providing opportunities for students to be cooperative and democratic in the way that they engage with their learning.

Several rigorous evaluations have shown that when implemented effectively, Second Step can increase cooperative behavior and reduce aggression in the classroom (Cooke, Ford, Levin, Bourke, Newell & Lapidus, 2007; Grossman, Neckerman, Koepsell, Liu, Asher, Beland, Frey & Rivara, 1997; Frey, Nolen, Van Schioack, Edstrom & Hirschstein, 2005; cited in Edutopia's Social and Emotional Learning Research Review).

In peaceable classrooms, teachers use the cooperative learning and academic controversy methods developed by David Johnson and Roger Johnson.

Before we share some non-tech ways to use collaboration in writing — apart from its more common usages in the classroom like think - write - pair - share — we want to distinguish collaborative learning from cooperative learning.

We can «flip» the classroom with lectures occurring at home via the Internet and rigorous project - based learning taking place in cooperative groups at school.

What they created — first seeking buy in from the government, school leadership, teachers, and parents — was a «new» model for primary education that was child - centric, focused personalized learning, and imagined a new role for the teacher in which lectures were de-emphasized in favor of facilitation of classroom discussion and cooperative learning.

The building of «self - esteem» and «community» has been part of the same progressive project, coalescing in today's dominant K - 12 paradigm - constructivism - which combines the child - centered, nonjudgmental, nonhierarchical, teacher - as - facilitator classroom (rooted in the romantic tradition of Rousseau) with a cooperative learning regimen (rooted in Counts's vision of a New Social Man).

It was a function of the perceived value of strategies and tools introduced during the PLC (e.g., 5E model, cooperative learning strategies, assessment probes, observing student learning in the classroom) and the small and large group discussion occurring every day we met.

If cooperative learning is used in heterogeneous classrooms, extreme care must be taken not to exploit highly gifted children (Robinson, 1990).

The district responded by developing a new teacher induction program (STEP UP) that involves at least two years of individual coaching for each new teacher, plus special training in classroom management and cooperative learning strategies.

How does this example compare to cooperative learning experiences in your classroom?

Ms. Monsivais integrates cooperative learning management strategies that have made this successful in her classroom.

Despite rhetoric to the contrary, «Most regular classroom teachers make few, if any, provisions for talented students» (U. S. Department of Education, 1993, p. 2) Furthermore, the trend toward using heterogeneous cooperative learning groups in contemporary classrooms may lend itself to the exploitation of highly gifted children, especially in settings where group grades are given or where no homogeneous groupings are allowed (Robinson, 1990).

Other highly gifted children attend regular classrooms, but instead of working at appropriate academic levels and having «an equal opportunity to struggle» (Morreale, 1993), spend much of the school day tutoring others in cooperative learning groups or reviewing curriculum that they mastered years ago on their own (Robinson, 1990; U. S. Department of Education, 1993).

Including maintaining active student engagement, using technology in the classroom, differentiating the lesson for all learners, and cooperative learning.

Previously, he was PI on federally funded grants on (a) aggressive behavior in classrooms, (b) cooperative learning strategies for students with EBD, and (c) educational programming for adolescents with EBD.

A comprehensive view of the use of formal cooperative learning lessons, informal cooperative learning groups, and cooperative base groups in the college classroom.

There is renewed interest in cooperative learning, classroom discussions and individual study using books and magazines, so I believe we shall see some kind of educational renaissance soon in Finland.

Conferences can be focused on cooperative projects, report cards and grades, planning and brainstorming, and other classroom events but in all the endeavors, the focus of the conference can include analyses of thinking, learning, and teaching.

Do you use true cooperative learning structures in your classroom as well?

Dr. Kagan is the principal author of the single most comprehensive book for educators in each of four fields: cooperative learning, multiple intelligences, classroom discipline, and classroom energizers.

Dr. Kagan developed the concept of structures; his popular cooperative learning and multiple intelligences structures like Numbered Heads Together and Kinesthetic Symbols are used in classrooms world - wide.

Preservice teachers should engage as part of a community of learners by the time they graduate and enter the classroom as professional educators, which can be modeled by cooperative learning, working in groups, and placing emphasis on working in team environments.

Recommended Strategies: Supportive Provide opportunities for students to discuss concerns with teachers and counselors Address issues of motivation, self - perception and self - efficacy Accommodate learning styles Modify teaching styles (e.g., abstract, concrete, visual, auditory) Use mastery learning Decrease competitive, norm - referenced environments Use cooperative learning and group work Use positive reinforcement and praise Seek affective and student - centered classrooms Set high expectations of students Use multicultural education and counseling techniques and strategies Involve mentors and role models Involve family members in substantive ways

Incorporate several learning styles in the classroom, through cooperative learning, provide the students options on an assignment, and relate the material to the students to meet the needs of a diverse group of learners.

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

Social and emotional learning is already present in your classroom — through partner work, self - reflection, cooperative learning and academic discussion.

Each year, as the panel moved through the elementary grades, teachers in intervention classrooms received 5 days of in - service training in a package of instructional methods33 with 3 major components: proactive classroom management, 34 interactive teaching, 35 and cooperative learning.36

School staff encourage cooperation in the classroom when they structure cooperative learning activities where children work together on a specific task or project and teach children the skills to work together effectively.

Each tool is specifically tailored for the modern classroom, with examples and positive solutions to each and every roadblock that stands in the way of cooperative learning.

Specific program objectives include (1) reducing violence and violence - related behavior, (2) promoting caring and cooperative behavior, (3) teaching students about life skills in conflict resolution and intercultural understanding, and (4) promoting a positive climate for learning in the classroom and school.

• Identify the links between mathematics content and inquiry - based learning in order to develop cooperative mathematics lessons that will engage all children in their classrooms • Recognize and appreciate children's mathematics thinking in order to build upon their current understandings • Document and evaluate children's knowledge development with rich, meaningful classroom work samples