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Cooperative learning : integrating theory and practice / / Robyn M. Gillies
| Cooperative learning : integrating theory and practice / / Robyn M. Gillies |
| Autore | Gillies Robyn M |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Los Angeles, : SAGE, c2007 |
| Descrizione fisica | 1 online resource (xiii, 273 p.) : ill |
| Disciplina | 371.395 |
| Soggetto topico | Group work in education |
| ISBN |
9781452236292
1452236291 9781322283289 1322283281 9781483329598 1483329593 9781452222974 1452222975 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Acknowledgments; Chapter 1 - Cooperative Learning in Schools; Chapter 2 - Key Components in Establishing Successful Cooperative Groups; Chapter 3 - Teachers' Discourse to Promote Student Thinking and Learning; Chapter 4 - Strategies to Promote Student Discourse; Chapter 5 - Group Composition; Chapter 6 - Assessing Small-Group Learning; Chapter 7 - Teachers' Responsibilities in Establishing Cooperative Learning; Chapter 8 - Future Developments in Using Small Groups; Glossary; References; Index; About the Author |
| Record Nr. | UNINA-9910962979603321 |
Gillies Robyn M
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| Los Angeles, : SAGE, c2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Inquiry-based science education / / Robyn M. Gillies
| Inquiry-based science education / / Robyn M. Gillies |
| Autore | Gillies Robyn M |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Boca Raton : , : CRC Press, Taylor & Francis Group, , 2020 |
| Descrizione fisica | 1 online resource : illustrations |
| Disciplina | 507.1 |
| Collana | Global science education |
| Soggetto topico |
Science - Study and teaching
Inquiry-based learning SCIENCE / Chemistry / General |
| ISBN |
9781000036213
1000036219 9781000036312 1000036316 9780429299179 0429299176 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Inquiry-based science BACKGROUND INQUIRY-BASED SCIENCE USING INQUIRY-BASED SCIENCE TO CHALLENGE THINKING Cooperative Learning Activities Strategies to help students learn to work cooperatively together Group size Group composition. Type of task Individual reflection activity Groups Action Plan Characteristics of Complex Tasks CHALLENGES IMPLEMENTING INQUIRY-BASED SCIENCE CHAPTER SUMMARY ADDITIONAL READINGS Chapter 2: Visual, embodied and language representations in teaching inquiry based-science: A case study INTRODUCTION TYPES OF REPRESENTATIONS Purpose of the case study METHOD Context for the study Inquiry-based science unit Data collection Teacher measures RESULTS AND DISCUSSION The inquiry-based science lessons Lesson 1: Engage Lesson 2: Explore Lesson 3: Explain Lesson 4: Elaborate Lesson 5: Evaluate CHAPTER SUMMARY ADDITIONAL READINGS Chapter 3: Developing scientific literacy INTRODUCTION BACKGROUND SCIENTIFIC LITERACY Questions that challenge childrens understandings Question Stems and Cognitive Processes The discourse of science Encouraging audience participation Linguistic Tools that promote student discussion Accountable Talk Exploratory Talk Philosophy for Children (P4C) CHAPTER SUMMARY ADDITIONAL READINGS Chapter 4: Promoting scientific discourse INTRODUCTION DIALOGIC TEACHING Example of Dialogic Teaching Dialogic interactions in a cooperative group setting STRATEGIES TO PROMOTE DIALOGIC INTERACTIONS DIALOGIC STRATEGIES FOR STUDENTS Critical Thinking Skills CHAPTER SUMMARY ADDITIONAL READINGS Chapter 5: Structuring cooperative learning to promote social and academic learning INTRODUCTION COOPERATIVE LEARNING BENEFITS OF COOPERATIVE LEARNING Advantages of small, cooperative group instruction Types of cooperative learning groups KEY ELEMENTS IN COOPERATIVE LEARNING Skills that Facilitate Interpersonal Communication STRATEGIES FOR CONSTRUCTING COOPERATION IN GROUPS STRATEGIES FOR ASSESSING COOPERATIVE LEARNING CHAPTER SUMMARY ADDITIONAL READINGS Chapter 6: The Structure of Observed Learning Outcomes (SOLO) Taxonomy: Assessing students reasoning, problem-solving and learning INTRODUCTION THE SOLO TAXONOMY FIVE LEVELS OF THE SOLO TAXONOMY INTENDED LEARNING OUTCOMES Examples of the increasing complexity in students language: Using the SOLO Taxonomy CHAPTER SUMMARY ADDITIONAL READINGS |
| Record Nr. | UNINA-9910961814403321 |
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Gillies Robyn M
|
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| Boca Raton : , : CRC Press, Taylor & Francis Group, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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