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Resource Detail: Journal Article

Resource Image Cooperative Learning Strategies: Cooperative learning creates a vibrant, interactive community in the classroom

By: Sandra Pratt
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Details

Type of Resource: Journal Article
Average Rating: Rating
 based on 1 review
Publication Title: The Science Teacher
Publication Date: 4/1/2003
Location:
Date:
Pages:
Grade Level: High School

Description

The continual student interaction involved in cooperative learning helps students gain a better comprehension of concepts and cultivate their capacity for scientific inquiry. When activities revolve around learning groups, students communicate about science constantly, resulting in much more equity in the classroom learning curve.

Ideas For Use

Discussions

Additional Info

Science Discipline: (mouse over for full classification)
Asking questions
Communicating
Experimenting
Hypothesizing
Intended User Role:High-School Educator, New Teacher, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Curriculum, Equity, Inquiry learning, Interdisciplinary, Learning theory, Teacher content knowledge, Teacher preparation, Teaching strategies

Technical

Resource Format:
Size: KB
Installation Remarks:
Requirements:


National Standards Correlation

This resource has 14 correlations with the National Standards.  
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This resource has 14 correlations with the National Standards.  
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  • Process Standards for Professional Development
    • Design
      • Uses learning strategies appropriate to the intended goal. (NSDC)
    • Learning
      • Build on the teacher's current science understanding, ability, and attitudes. (NSES)
      • Applies knowledge about human learning and change. (NSDC)
      • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
    • Collaboration
      • Provides educators with the knowledge and skills to collaborate. (NSDC)
  • Content Standards
    • Equity
      • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (NSDC)
  • Teaching Standards
    • Teachers of science plan an inquiry-based science program for their students.
      • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
    • Teachers of science guide and facilitate learning. In doing this, teachers
      • Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
      • Focus and support inquiries while interacting with students.
    • Teachers provide students with the time, space, and resources needed to learn science.
      • Create a setting for student work that is flexible and supportive of science inquiry.
      • Make the available science tools, materials, media, and technological resources accessible to students.
    • Teachers of science actively participate in the ongoing planning and development of the school science program.
      • Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.
    • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
      • Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community.
      • Model and emphasize the skills, attitudes, and values of scientific inquiry.

User Reviews

Nice summary of cooperative lesson
  Tina Harris (Bloomington, IN) on February 12, 2013
  The article presents the author's reasons for using cooperative learning and a sample lesson showing how groups are assigned, managed, and how students are assessed. A good overview of the cooperative process in a real classroom.