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Slavin, Synthesis of Research on Cooperative Learning, Educ.

Cooperative learning, which will be the primary focus of this paper, is a specific kind of collaborative learning.

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Synthesis of Research on Cooperative Learning.

Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.

In cooperative learning, students work together in small groups on a structured activity.

In An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning, Johnson and Johnson (2009) explore social interdependence theory and its application to education in the form of cooperative learning.

"Synthesis of Research on Cooperative Learning."

Cooperative groups will work face-to-face and will learn to work as a team....

"Gifted" and "ADHD" used to be consider mutually exclusive, but researchers have realized the two can coexist. And when they do, misdiagnosis often occurs; typically a gifted student is mistakenly identified as ADHD. But the other misdiagnosis occurs as well; the ADHD of a gifted child is ignored. But once identified as LD and gifted, what happens? Learn more about the situation as well as possible actions.

Co-operative learning is a social issue because it has a very different effect on gifted and high achieving students, than it does on lower and middle achieving students, and a lot of teachers do not realize this when they include co-operative learning in their teaching....

"Synthesis of Research on Cooperative Learning." Educ.

Slavin", Title = {Synthesis of Research on Cooperative Learning}, Journal = {Educ.

Forms of cooperativelearning that have consistently increased student achievement have provided rewards toheterogeneous groups based on the learning of their members.

King, P. M., Baxter Magolda, M. B., Barber, J. P., Perez, R. J., & Taylor, K. B. (2012, November). Researcher learning about assessing student development: Lessons from the Wabash National Study. Symposium conducted at the annual conference of the Association for the Study of Higher Education, Las Vegas, NV.

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  • Slavin%T Synthesis of Research on Cooperative Learning%J Educ.

    Teachers' reflections on cooperative learning: Issues of implementation.

  • Synthesis of Research on Cooperative Learning

    The Effects of Cooperative Learning on Students' Mathematics Achievement and Attitude towards Mathematics.

  • Synthesis of research on cooperative learning.

    Learn more about how to paraphrase with findingDulcinea’s article, “.”

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Synthesis of research on cooperative learning ..

This Digest investigates ways in which the learning characteristics of the young adults classified as Generation X reflect the need for the new teaching and learning strategies promoted by cognitive scientists, such as learning in context, cooperative learning, and real-world application of knowledge....

Synthesis of Research on Cooperative Learning - …

However, Team Assisted Individualization, a form ofindividualized instruction which also incorporates the use of cooperative learning groups,has been found to consistently increase student achievement in mathematics (Slavin, Leaveyand Madden 1984; Slavin, Madden, and Leavey 1984; Slavin and Karweit 1985; Slavin 1985).

Synthesis of research on cooperative learning | …

Methods, such as the clinical approach discussed earlier, used to gather data dealing with problem solving and individual's thinking processes may also be used in the classroom to evaluate progress in problem solving. Charles, Lester, and O'Daffer (7) describe how we may incorporate these techniques into a classroom problem solving evaluation program. For example, thinking aloud may be canonically achieved within the classroom by placing the students in cooperative groups. In this way, students may express their problem solving strategies aloud and thus we may be able to assess their thinking processes and attitudes unobtrusively. Charles and his colleagues also discussed the use of interviews and student self reports during which students are asked to reflect on their problem solving experience a technique often used in problem solving research. Other techniques which they describe involve methods of scoring students' written work. Figure 3 illustrates a final assignment used to assess teachers' learning in a problem solving course that has been modified to be used with students at the secondary level.

Synthesis of research on cooperative learning

Campione and his colleagues (4) also discussed a method to help monitor and evaluate the progress of a small cooperative group during a problem solving session. A learning leader (sometimes the teacher sometimes a student) guides the group in solving the problem through the use of three boards: (1) a Planning Board, where important information and ideas about the problem are recorded, (2) a Representation Board, where diagrams illustrating the problems are drawn, and (3) a Doing Board, where appropriate equations are developed and the problem is solved. Through the use of this method, the students are able to discuss and reflect on their approaches by visually tracing their joint work. Campione and his colleagues indicated that increased student engagement and enthusiasm in problem solving, as well as, increased performance resulted from the use of this method for solving problems.

"Synthesis of Research on Cooperative Learning

Studies of group-based mastery learning conducted in elementary andsecondary schools over periods of at least four weeks have found few benefits of thisapproach in comparison to control groups given the same objectives, materials, and time asthe mastery learning groups (Slavin 1987c).

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