To the reader | 5-5 |
Acknowledgement | 5-5 |
Introduction | 6-7 |
Chapter 1 THE BASIC PRINCIPLES OF CO-OPERATIVE LEARNING | 8-33 |
1.1. What makes the structure of learning co-operative? | 8-8 |
1.2. The paradigmatic nature of co-operative learning | 8-9 |
1.3. Flexible and open structures built on co-operation | 9-13 |
1.4. Personally inclusive parallel interaction | 13-15 |
1.5. Constructive and encouraging interdependence | 15-16 |
1.6. Equal access and participation | 17-19 |
1.7. Personal responsibility and individual accountability | 19-23 |
1.8. Critical and reflective publicity provided step by step | 23-27 |
1.9. Consciously improved personal and social competencies | 27-29 |
1.10. Conscious development of cognitive and academic competencies; setting academic goals | 29-33 |
Chapter 2 THE SIGNIFICANCE OF CO-OPERATIVE MICRO-GROUPS | 34-44 |
2.1. What is a micro-group? | 34-34 |
2.2. Micro-group as a basic co-operative structural unit | 34-36 |
2.3. Micro-groups as the personal space of learning together | 36-38 |
2.4. Micro-groups as the space for continuous, conscious and spontaneous feedback in... | 38-39 |
2.5. Micro-group as the community core of learning together | 40-41 |
2.6. Micro-group as the guarantee of individualisation | 41-42 |
2.7. Possible options for creating micro-groups | 42-44 |
Chapter 3 COOPERATIVE ROLES | 45-52 |
3.1. The significance of cooperative roles | 45-45 |
3.2. Cooperative role as a rule of behaviour | 45-47 |
3.3. Cooperative role as structural tool | 47-48 |
3.4. Cooperative role as the complex development tool of personal and social competence | 48-49 |
3.5. Cooperative role as a tool of instruction | 49-52 |
Chapter 4 TEACHERS ROLE IN ENAHCNING COOPERATIVE LEARNING | 53-60 |
4.1. Shaping teachers attitude | 53-54 |
4.2. New teachers roles: monitoring, intervention, correct | 55-56 |
4.3. Attitudes facilitating cooperative learning | 56-59 |
4.4. Towards cooperative schools | 60-60 |
Chapter 5 BASIC CO-OPERATIVE STRUCTURES | 61-76 |
Introduction | 61-61 |
5.1. Student quartet (trio, quintet) | 61-64 |
5.2. Round Robin and its variations: poll, window, roundtable | 64-66 |
5.3. Group Round Robins | 67-70 |
5.4. Group jigsaw | 70-73 |
5.5. Expert jigsaw | 73-76 |
Chapter 6 FURTHER CO-OPERATIVE STRUCTURES | 77-88 |
Introduction | 77-77 |
6.1. Paper and scissors | 77-78 |
6.2. Tree of expectations | 78-82 |
6.3. Guided collage jigsaw | 82-84 |
6.4. Pair of pairs | 84-87 |
6.5. Parallel expert jigsaw | 87-88 |
Chapter 7 APPENDIX | 89-105 |
7.1. Fears and prejudices against co-operative learning | 89-101 |
7.2. A collection of the co-operative structures in the handbook | 101-105 |
References | 106-106 |