When students work in
a cooperative learning situation that involves reading, possibilities exist for increases in self - esteem and the responsibility they take for their own work.
When the five basic elements may be effectively implemented in formal
cooperative learning situations (formal cooperative learning may be used to structure most learning situations), informal
cooperative learning situations (informal cooperative learning may be used to make didactic lessons cooperative), and cooperative base groups (which are used to personalize a class and the school).
This report from the David P. Weikart Center discusses how youths benefit from cooperative learning and how programs can create more
cooperative learning situations within their curriculums.
Not exact matches
With games, role - plays,
cooperative learning, and selections from stories written by teens experiencing real - life bullying and harassment situations, the lessons are engaging, and each lesson correlates to The Collaborative for Academic, Social and Emotional Learning (CASEL) Compe
learning, and selections from stories written by teens experiencing real - life bullying and harassment
situations, the lessons are engaging, and each lesson correlates to The Collaborative for Academic, Social and Emotional
Learning (CASEL) Compe
Learning (CASEL) Competencies.
Countering Bullying and Harassment offers six practical, streamlined, and sequenced lessons per grade level for sixth through tenth grades with variety of activity types including games, role - plays,
cooperative learning, and selections from stories written by teens experiencing real - life bullying and harassment
situations.
In order to structure
cooperative learning effectively, teachers need to understand how tostructure positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and group processing into
learning situations.