ERIC Number: EJ746306
Record Type: Journal
Publication Date: 2006
Reference Count: 26
Gifted Education and Cooperative Learning: A Miss or a Match?
Huss, John A.
Gifted Child Today, v29 n4 p19-23 Fall 2006
Several studies on cooperative learning suggest that cooperative learning make students develop more higher level reasoning, more frequent generation of new ideas and solutions, and greater transfer of what is learned within one situation to another. Cooperative learning also promotes academic achievement, increases retention, and vastly improves student self-esteem and communication. Gifted students, however, often feel exploited when cooperative learning is used as a predominate method of instruction and groups are configured heterogeneously. In this article, the author examines the debate over heterogeneous versus homogeneous grouping. The author also explains the five essential elements of cooperative learning to help pinpoint true cooperative learning materials. These elements include: (1) Positive interdependence; (2) Face-to-face interaction; (3) Individual and group accountability; (4) Interpersonal skills; and (5) Group processing. Lastly, the author provides strategies for using cooperative learning in the classroom.
Descriptors: Cooperative Education, Heterogeneous Grouping, Homogeneous Grouping, Instructional Effectiveness, Academically Gifted, Conflict, Teaching Methods, Cooperative Learning
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A