Miss Albertson comes to you and says, I keep hearing about cooperative learning and how it enhances students' social skills as well as their attitudes. But what about learning? Before I commit to trying this strategy, I need to know what they're going to get out of it academically In response to this, you say,
a. In general, students who engage in cooperative learning show deeper engagement with the content, participate more, and benefit from mutual knowledge construction..
b. Research shows that students who engage in cooperative learning do have better attitudes but that so much time is lost to non-academic issues and chit-chat that using whole-class instruction is more productive..
c. Cooperative learning only leads to increased academic achievement when the groups are homogeneous..
d. Having students work in groups leads to higher academic achievement than any other instructional delivery format..
Question 2
Ms. Brown always ends group work activities by standing near the door and turning the classroom lights off and on a few times. Ms. Brown is using this position and behavior to
a. reinforce the students who are seated.
b. model desired behavior.
c. demonstrate overlapping skills.
d. signal appropriate student behavior.
Cone of Learning (adapted from Dale).
A child with a hearing impairment wears a hearing aid (as noted in his left ear).
Two general models for the interconversion of inactive and active forms of a protein during cooperat
A funnel helps in hearing if the electric fuel pump inside the gas tank is working.
Two classical models for the cooperative ligand binding by hemoglobin
A sample of work by a Grade 4 student with a specific learning disorder