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ERIC Number: ED408570
Record Type: Non-Journal
Publication Date: 1997-Jun
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Cooperative Learning in the Thinking Classroom: Research and Theoretical Perspectives.
Lee, Christine; And Others
As a classroom organization and instructional method, cooperative learning merits serious consideration for use in thinking classrooms. Cooperative learning is more than just groupwork. In traditional group learning, students work in groups with no attention paid to group functioning, whereas in cooperative learning, group work is carefully prepared, planned, and monitored. Four key thinking strategies in cooperative learning are: problem solving, decision making, critical thinking, and creative thinking. Most research studies have found that cooperative learning is more effective than other modes of instruction for higher level thinking tasks, although this has not been the case in all studies. A number of theoretical perspectives (and associated cooperative learning activities) underlie work in cooperative learning, such as social psychology (Jigsaw technique), developmental psychology (Cooperative Controversy, Pairs Check), cognitive psychology (MURDER--Mood, Understand, Recall, Detect, Elaborate, and Review), motivation theory (STAD--Student Teams Achievement Divisions), multiple intelligences theory (Talking Chips), humanistic psychology (group investigation), and global education/moral values education. Cooperative learning can support an environment in which students feel encouraged to take part in higher order thinking. (Contains 59 references, and 3 figures and 3 tables illustrating aspects of cooperative learning.) (RS)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A