The students in Mr. Cohen's class have formed cooperative groups of three students each to study a chapter in their science book. Which one of the following groups is acting in a way most consistent with the idea of scripted cooperation?
a. The students divide the chapter up into sections that each contain roughly one-third of the material. They read their allotted sections and then plan how they can best teach the material to their fellow group members.
b. The students work actively to help one another learn because they know that their final grade for the activity will depend not only on how much they learn, but also on how much the other two group members learn.
c. One student reads a paragraph aloud, a second summarizes it, and the third listens for any errors or omissions the second student might have made. The three students change roles for each successive paragraph.
d. At the end of the cooperative learning activity, Mr. Cohen asks each group to evaluate its effectiveness in terms of these questions: Did they all actively participate? Did they listen to one another? Did they criticize ideas rather than people?
Question 2
Three of the following are typical elements of effective cooperative learning activities. Which one is not typical of such activities?
a. Group members depend on one another for their learning.
b. Each group member works on a different instructional objective.
c. Students are given guidelines about how to behave in their groups.
d. Group members must individually demonstrate what they have learned.
A sigmoid (cooperative) binding curve
Functional groups
Effect of cooperative substrate binding on enzyme kinetics
Blood Groups and Blood Types
Groups of Elephants
Students working around a computer