Nyomtassa ki az oldalt!

Table of Contents

To the reader5-5
Acknowledgement5-5
Introduction6-7
Chapter 1 – THE BASIC PRINCIPLES OF CO-OPERATIVE LEARNING8-33
     1.1. What makes the structure of learning co-operative?8-8
     1.2. The paradigmatic nature of co-operative learning8-9
     1.3. Flexible and open structures built on co-operation9-13
     1.4. Personally inclusive parallel interaction13-15
     1.5. Constructive and encouraging interdependence15-16
     1.6. Equal access and participation17-19
     1.7. Personal responsibility and individual accountability19-23
     1.8. Critical and reflective publicity provided step by step23-27
     1.9. Consciously improved personal and social competencies27-29
     1.10. Conscious development of cognitive and academic competencies; setting academic goals29-33
Chapter 2 – THE SIGNIFICANCE OF CO-OPERATIVE MICRO-GROUPS34-44
     2.1. What is a micro-group?34-34
     2.2. Micro-group as a basic co-operative structural unit34-36
     2.3. Micro-groups as the personal space of learning together36-38
     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 together40-41
     2.6. Micro-group as the guarantee of individualisation41-42
     2.7. Possible options for creating micro-groups42-44
Chapter 3 – COOPERATIVE ROLES45-52
     3.1. The significance of cooperative roles45-45
     3.2. Cooperative role as a rule of behaviour45-47
     3.3. Cooperative role as structural tool47-48
     3.4. Cooperative role as the complex development tool of personal and social competence48-49
     3.5. Cooperative role as a tool of instruction49-52
Chapter 4 – TEACHERS’ ROLE IN ENAHCNING COOPERATIVE LEARNING53-60
     4.1. Shaping teacher’s attitude53-54
     4.2. New teacher’s roles: monitoring, intervention, correct55-56
     4.3. Attitudes facilitating cooperative learning56-59
     4.4. Towards cooperative schools60-60
Chapter 5 – BASIC CO-OPERATIVE STRUCTURES61-76
     Introduction61-61
     5.1. Student quartet (trio, quintet)61-64
     5.2. Round Robin and its variations: poll, window, roundtable64-66
     5.3. Group Round Robins67-70
     5.4. Group jigsaw70-73
     5.5. Expert jigsaw73-76
Chapter 6 – FURTHER CO-OPERATIVE STRUCTURES77-88
     Introduction77-77
     6.1. Paper and scissors77-78
     6.2. Tree of expectations78-82
     6.3. Guided collage jigsaw82-84
     6.4. Pair of pairs84-87
     6.5. Parallel expert jigsaw87-88
Chapter 7 – APPENDIX89-105
     7.1. Fears and prejudices against co-operative learning89-101
     7.2. A collection of the co-operative structures in the handbook101-105
References106-106