ERIC Number: ED341028
Record Type: RIE
Publication Date: 1991-Nov
Adapting Cooperative Learning and Embedding It into Holistic Language Usage.
Bailey, Dora L.; Ginnetti, Philip
Class collaboration and small group composition illustrate the embedding of cooperative learning theory in whole language classroom events. Through this experience all students participate in active learning. The teacher has a weighty role in decision making, setting of the lesson, assigning roles, and monitoring segments of cooperative learning as these are embedded into whole language oriented lessons. Students' self-selected reading choices and writing topics serve as a focus for cooperative learning. Writing guidance is given in a class collaborated setting as well as in a group collaboration before the students do individual writing. During implementation, the strategies, story mapping, and the writing process intertwine while students and teacher act collaboratively and cooperatively. Students are introduced to "fractured fairy tales" by professional authors, and use simple story maps to focus on the various components of each story. In the next step, the class collaboratively writes a fractured fairy tale, going through all steps of the writing process. Then students repeat the process in groups of four or five before composing an individual piece of writing. This process has been used successfully by preservice teachers in a field based program and by practicing classroom teachers. (An example of a fractured fairy tale created by inner city second graders from northeast Ohio, a representative bibliography of 13 original fairy tales and 9 fractured fairy tales, and 19 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (Crystal City, VA, October 31-November 3, 1991).