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ERIC Number: ED251849
Record Type: RIE
Publication Date: 1984-Aug
Pages: 17
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Implementing Cooperative Learning Groups in the Writing Curriculum: What Research Shows and What You Can Do.
Duin, Ann Hill
Over 800 studies suggest that students who learn via cooperative learning groups--as compared to competitive or individualistic learning--(1) achieve more; (2) are more positive about school, subject areas, and teachers; (3) are more positive about each other, regardless of ability or ethnic background, handicapped or not; and (4) are more effective interpersonally. Cooperative learning emphasizes the cognitive approach to learning where students actively discover knowledge, gain insight into problems, organize and process information, and direct their own learning. Cooperative learning can be used in the composition class to practice invention techniques, share writing, write together, revise, edit, and discuss material. For the groups to be cooperative, group interdependence and individual accountability must be included in the assignment. Students must know that each member is needed to accomplish the task, and each member must realize that he or she is accountable for some part of the work of the group. Interdependence is established by assigning a group goal such as producing a single paper or set of answers, giving the group a single set of materials, or assigning group roles that encourage participation. Individual accountability is established by requiring that everyone participate in the group. (Appendixes include a number of objectives and tasks adapted for group use.) (HOD)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cooperative Learning
Note: Paper presented at the Annual Meeting of the Minnesota Council of Teachers of English (25th, Mankato, MN, May 4-5, 1984).