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ERIC Number: ED361243
Record Type: Non-Journal
Publication Date: 1992
Pages: 71
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-87986-061-8
Cooperative Learning in the Social Studies Classroom: An Introduction to Social Study. Bulletin No. 87.
Stahl, Robert J., Ed.; VanSickle, Ronald L., Ed.
This bulletin provides a context for and an overview of cooperative learning addressing concerns and answering questions teachers, supervisors, and parents may have about this group approach to teaching and learning in the social studies. The intention was to help social studies educators construct a sound conceptual foundation for cooperative learning while eliminating misconceptions. Nine chapters detail building an adequate introductory conceptual framework for envisioning cooperative learning as a viable alternative approach to teaching in the social studies classroom. The first chapter introduces the concept, philosophy, and practice of cooperative learning. The second chapter focuses on the classroom environment and classroom characteristics with and without cooperative learning groups. Chapters 3 and 4 contain reviews of the literature that address effects of cooperative learning in classroom settings. Chapter 5, 6, and 7 focus on classroom teachers. In these three chapters teachers from first grade through secondary school discuss how cooperative learning has worked in their classrooms. They provide a unique perspective on how one can make the transition from using traditional teaching methods to becoming a successful user of cooperative learning. Practical ideas about how to implement cooperative learning in social studies classrooms are included, as well as some historical context for group learning. The final chapter features a dialogue of a group of teachers who are training to use cooperative learning. A position statement on ability grouping is included. (DK)
National Council for the Social Studies, 3501 Newark Street, N.W., Washington, DC 20016-3167.
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: National Council for the Social Studies, Washington, DC.