Teaching Cooperative Learning

Description

Winner of the 2004 Critics' Choice Award presented by the American Educational Studies Association

Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education.

Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the essays in the volume demonstrate, a new alignment of field experiences to provide support for novices to implement cooperative strategies, and to receive timely and effective supervision for these attempts, may also be required.

List of Illustrations

Foreword: A Teacher Educator's Perspective
Yael Sharan

Acknowledgments

Introduction
Mara Sapon-Shevin

Part I: The Cases

1. Practices in Teacher Education and Cooperative Learning at the University of Toronto
Carol Rolheiser and Stephen Anderson

2. Teacher Decision Making for Cooperative Learning in a Preservice Master's Program
Celeste M. Brody and Nancy G. Nagel

3. Educating Teachers for Socially Conscious Cooperative Learning
Nancy Schniedewind

4. Cooperative Learning in Teacher Education: A Four-Year Model
Joellen Harris and Bob Hanley

5. Cooperative Learning in Preservice Teacher Education at the University of Maryland
Frank Lyman and Neil Davidson

6. Preparing Secondary Teachers to Use Cooperative Learning Strategies
Chandra J. Foote, Paule J. Vermette, Jennifer Wilson-Bridgman, Thomas J. Sheeran, Robin Erwin, and Mary Murray

7. Cooperation and Collaboration in a Foreign Language Teacher Training Program: The LMR-Plus Model
Claudia Finkbeiner

8. The Integrated Semester: Building Preservice Teachers' Commitments to the Use of Cooperative Learning as Essential Pedagogy
Frances Slostad, Lynda Baloche, and Daniel Darigan

9. Teaching Demanding Strategies for Cooperative Learning: A Comparative Study of Five Teacher Education Programs
Elizabeth G. Cohen, Danielle Briggs, Nikola Filby, Elaine Chin, Mary Male, Susana Mata, Susan McBride, Theresa Perez, Rosalinda Quintanar-Sarellana, Patricia Swanson

10. Stepping into Groupwork
Rachel A. Lotan

Part II: Commentaries

11. The Instructional Design of Cooperative Learning for Teacher Education
Celeste M. Brody

12. Pockets of Excellence: Implications for Organizational Change
Elizabeth G. Cohen

13. Cooperative Learning and Teaching for Social Justice
Mara Sapon-Shevin

14. The Role of the Classroom Teacher in Teacher Education
Mark Brubacher

Conclusion
Mara Sapon-Shevin and Elizabeth G. Cohen

Contributors

Index

Informations

• Publié par: State University of New York Press
• Date de parution: 01 février 2012
• Nombre de lectures: 0
• EAN13: 9780791485644
• Langue: English

Extrait

Teaching Cooperative Learning

SUNY series, Teacher Preparation and Development Alan R. Tom, editor

Teaching Cooperative Learning

The Challenge for Teacher Education

EDITED BY Elizabeth G. Cohen Celeste M. Brody Mara Sapon-Shevin

STATE UNIVERSITY OF NEW YORK PRESS

Published by State University of New York Press, Albany

© 2004 State University of New York

All rights reserved

Printed in the United States of America

No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.

For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207

Production by Diane Ganeles Marketing by Jennifer Giovani

Library of Congress Cataloging in Publication Data

Teaching cooperative learning : the challenge for teacher education / edited by Elizabeth G. Cohen, Celeste M. Brody, Mara Sapon-Shevin. p. cm. — (SUNY series, teacher preparation and development) Includes bibliographical references and index. ISBN 0-7914-5969-1 (alk. paper) — ISBN 0-7914-5970-5 (pbk. : alk. paper) 1. Group work in education—Cross-cultural studies. 2. Teachers—Training of—Cross-cultural studies. I. Cohen, Elizabeth G., 1931– II. Brody, Celeste M. III. Sapon-Shevin, Mara. IV. SUNY series in teacher preparation and development.

LB1032.T42 2004 371.39’5—dc21

10 9 8 7 6 5 4 3 2 1

2003045654

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Contents

List of Illustrations Foreword: A Teacher Educator’s Perspective Yael Sharan Acknowledgments Introduction Mara Sapon-Shevin

Part I: The Cases Practices in Teacher Education and Cooperative Learning at the University of Toronto Carol Rolheiser and Stephen Anderson Teacher Decision Making for Cooperative Learning in a Preservice Master’s Program Celeste M. Brody and Nancy G. Nagel Educating Teachers for Socially Conscious Cooperative Learning Nancy Schniedewind Cooperative Learning in Teacher Education: A Four-Year Model Joellen Harris and Bob Hanley Cooperative Learning in Preservice Teacher Education at the University of Maryland Frank Lyman and Neil Davidson

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Contents

Preparing Secondary Teachers to Use Cooperative Learning Strategies Chandra J. Foote, Paule J. Vermette, Jennifer Wilson-Bridgman, Thomas J. Sheeran, Robin Erwin, and Mary Murray Cooperation and Collaboration in a Foreign Language Teacher Training Program: The LMR-Plus Model Claudia Finkbeiner The Integrated Semester: Building Preservice Teachers’ Commitments to the Use of Cooperative Learning as Essential Pedagogy Frances Slostad, Lynda Baloche, and Daniel Darigan Teaching Demanding Strategies for Cooperative Learning: A Comparative Study of Five Teacher Education Programs Elizabeth G. Cohen, Danielle Briggs, Nikola Filby, Elaine Chin, Mary Male, Susana Mata, Susan McBride, Theresa Perez, Rosalinda Quintanar-Sarellana, Patricia Swanson Stepping into Groupwork Rachel A. Lotan

Part II: Commentaries The Instructional Design of Cooperative Learning for Teacher Education Celeste M. Brody Pockets of Excellence: Implications for Organizational Change Elizabeth G. Cohen Cooperative Learning and Teaching for Social Justice Mara Sapon-Shevin The Role of the Classroom Teacher in Teacher Education Mark Brubacher Conclusion Mara Sapon-Shevin and Elizabeth G. Cohen Contributors Index

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Illustrations

Tables Eight Forms of Teacher Learning Integrated into the OISE/UT Teacher Education Program Response Rate to Surveys by Campus Number and Percent of Students Who Expect to Use Groupwork Most Days by Amount Learned about Groupwork in Courses Intercorrelation of Perceived Level of Preparation, Amount Learned in Coursework, and Expectation to Use Groupwork Mean Scores for Routine and Nonroutine Topics Learned in Coursework Percent that “Learned a Lot” about Routine and Nonroutine Topics in Coursework Intercorrelation among Opportunities to Do Groupwork in Student Teacher Placement, Perceived Level of Preparation, and Expected Use of Groupwork Organizational Support, Links with Schools, CI Coursework and Placements: Five CSU Campuses 1998–1999

Figures Instructor Feedback on Portfolio Entries to Support Different Stages of Understanding Regarding Cooperative Learning Teacher Candidate Final Portfolio Reflection on Cooperative Learning Problem Solving/Action Research Thinking Delegation of Authority

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Foreword

A Teacher Educator’s Perspective

YA E L S H A R A N

tio t ns deal with the daily realities and complexities of running courses, programs, eacher educators who value and practice cooperative learning will welcome the rich and varied menu of programs this book offers. The program descrip- and teacher education models that have cooperative learning at their core. Each chapter summarizes what the authors learned from their program and the impli- cations they see for the continued development of teacher education programs. There are many clear guidelines to be gleaned from the authors’ collective experience. Two main questions helped me focus on the implications of the pro- grams described in this book: “What are their salient features?” and “What should teacher educators consider when designing a cooperative learning program?” One way to learn from the richness of this book is to organize the programs as a series of four concentric circles of their salient features. At the core of the circles isexperiential learning. All programs described here construct a setting that includes the traditional components of the experiential learning cycle: experi- ence, reflection, conceptualization, and planning. The programs offer a first round of the cycle in the university or college classroom, where candidates encounter the many personal and some of the professional implications of coop- erative learning. This is based on a broader conception of the ideal teacher, described by Rolheiser and Anderson (chapter 1), as “a more complex image of teachers as interdependent professionals working collaboratively with one another and with other partners in education.” The second circle extends the experiential feature of learning how to teach cooperative learning methods by stressing the need formastery of specific skills

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