The Toolroom: Resource: Programs for Students at Risk, Elementary and Middle Schools: Classroom

Effective and Replicable Programs for Students Placed At Risk in Elementary and Middle Schools

Torna alla pagina: LearningTogether

Torna alla pagina: Definizioni

Classroom Instructional Programs:
Cooperative Learning Methods

Cooperative learning refers to a broad range of instruction methods in which students work together to learn academic content. Research has found positive results when (1) groups work towards a common goal and (2) when the success of the groups depends on the individual learning of all group members, not on a single group product. Some of the most successful cooperative learning programs include:

Contents:
Cooperative Integrated Reading and Composition (CIRCA) and Bilingual Cooperative Integrated Reading and Composition (BRICK) / Anna Marie Farnish; Center for Social Organization of Schools, Johns Hopkins University
Complex Instruction / Finding Out / Descubrimiento / Elizabeth Cohen; Stanford University School of Education
Student Teams - Achievement Divisions and Teams-Games-Tournaments: / Anna Marie Farnish; Center for Social Organization of Schools, Johns Hopkins University
Jigsaw / Spencer Kagan; Resources for Teachers
Learning Together / Roger T. Johnson and David W. Johnson; The Cooperative Learning Center
Group Investigation / Mark Brubacher, Kemp Rickett

Cooperative Integrated Reading and Composition (CIRCA) and Bilingual Cooperative Integrated Reading and Composition (BRICK)

Developed by: Anna Marie Farnish

Description:
CIRC, used in grades 2-8, utilizes activities based on research on reading comprehension and writing strategies. Students work in four-member heterogeneous learning teams in which the students work together to plan, draft, revise, edit, and publish compositions in a variety of genres. BCIRC adds to the CIRC structure several adaptations to make it appropriate to bilingual settings.
Applications:
CIRC is used in several hundred school nationally, and BCIRC is used in more than a hundred. Also used in Israel both in Hebrew and Arabic.
Results of Use:
Three elementary studies and two middle school studies of CIRC programs show significantly greater gains than control students on standardized tests of reading achievement. A four year study of BCIRC was conducted in 24 bilingual classes, matched with control groups, and resulted in significant progress over the control groups.
Key consultants, resources:
Anna Marie Farnish
For further information:
Cooperative Integrated Reading and Composition (CIRCA) and Bilingual Cooperative Integrated Reading and Composition (BRICK)
Anna Marie Farnish
Center for Social Organization of Schools
Johns Hopkins University
3505 North Charles St.
Baltimore, MD 21218

Complex Instruction / Finding Out / Descubrimiento

Developed by: Elizabeth Cohen

Description:
This program is a set of cooperative learning approaches focused on Spanish bilingual students. It was first built by Elizabeth Cohen around a discovery-oriented science and mathematics program called Finding Out/Descubrimiento, developed by DeAvila and Duncan (1980). It provides students with a series of activity cards in English and Spanish, which direct them to do experiments, take measurements, solve problems, and so on. Students work in small, heterogeneous groups to do experiments and answer questions intended to evoke high level thinking and build language fluency in first Spanish then English. Complex Instruction adds to FO/D a group structure, in which students take on specified roles and learn group process skills. It emphasizes positive expectations for all students.
Applications:
The program has been used in many elementary and middle schools, especially in California.
Results of Use:
Mostly positive anecdotal data.
Key consultants, resources:
Elizabeth Cohen
For further information:
Complex Instruction / Finding Out / Descubrimiento
Elizabeth Cohen
Stanford University School of Education
Stanford, CA 94305
(415) 723-4661

Student Teams-Achievement Divisions and Teams-Games-Tournaments

Developed by: Anna Marie Farnish

Description:
The two above-named programs developed at Johns Hopkins University have been extensively disseminated in schools with Latino children. In STAD students work in four-member heterogeneous learning teams, helping each other to master the content of lessons. Quizzes are taken without help. TGT is the same except that students play academic games. Both programs emphasize the use of group goals in which teams can only achieve success if each team member can perform well on an independent assessment.
Applications:
Both programs have been used extensively in various subjects, mostly in schools serving many African American and/or Latino students.
Results of Use:
Twenty-six studies of at least four weeks duration show positive effects.
Key consultants, resouces:
Anna Marie Farnish.
For further information:
Student Teams-Achievement Divisions and Teams-Games-Tournaments
Anna Marie Farnish
Center for Social Organization of Schools
Johns Hopkins University
3505 North Charles St.
Baltimore MD 21218
(410) 516-8857

Jigsaw

Developed by: Spencer Kagan

Description:
The Jigsaw program (Aronson et al., 1983) is a cooperative learning technique in which students work in small groups to study text, usually social studies or science. In this method, each group member is assigned to become an "expert" on some aspect of a unit of study. After reading about their area of expertise, the experts from different groups meet to discuss their topic, and then return to their groups and take turns teaching their topics to their groupmates.
Applications:
Jigsaw is widely used through the U.S.
Results of Use:
Early evaluations found positive results in use with minority students, but not for Anglos. Later studies have been more positive for all.
Key consultants and resources:
Spencer Kagan and associates
For further information:
Jigsaw
Spencer Kagan
Resources for Teachers
27134 A Paseo Espada #202
San Juan, Capistrano CA 92675
1-800-WEE-COOP

Learning Together

Developed by: Roger T. Johnson and David W. Johnson

Description:
This is the most widely used and evaluated of all cooperative learning methods. Detailed information and an extensive bibliography of research on the work of David Johnson and Roger Johnson can be found in the Tool Room under Cooperative Learning.
Applications:
See Tool Room: Cooperative Learning.
Results of Use:
See Tool Room: Cooperative Learning.
P Key consultants:
Roger T. Johnson and David W. Johnson
Resources:
See Tool Room: Cooperative Learning.
For further information:
Learning Together
Roger T. Johnson and David W. Johnson
The Cooperative Learning Center
60 Peik Hall, University of Minnesota
Minneapolis MN 55455
(612) 624-7031

Group Investigation

Developed by: Shlomo Sharan, Yael Sharan and associates

Description:
This form of project-based learning was developed by Shlomo and Yael Sharan and their colleagues in Israel. In this method students form their own 2-6 member groups. The groups choose topics from a unit being studied by the entire class, break the topics into individual tasks, and carry out activities necessary to prepare and present group reports.
Applications:
Widely used in Israel and also in U.S.
Results of Use:
Studies generally show effectiveness of this approach, especially on higher-order thinking skills.
Key consultants and further information:
Mark Brubacher (416) 394-3402
Kemp Rickett (416) 393-9565

For permission to redistribute, please go to:
New Horizons for Learning Copyright and Permission Information

torna all'inizio del documento