Prepare your students for the modern-day workplace by implementing cooperative work groups in the classroom! In today's political climate, where the value and success of the educational process is directly linked to publishable test scores, cooperative learning experiences have been either de-emphasized or ignored. This has created a learning environment diametrically opposite to the requirements of the real work world, leaving our students unprepared for the future challenges they will face. Mandel outlines how educators can design meaningful learning experiences that will address standards and utilize modern-day cooperative learning, brain research, and the Internet to effectively develop a student's ability to thrive in the twenty-first century's workforce. Key features include: Benefits of cooperative work groups and how students accomplish tasks in groups Application of brain research in the classroom to maximize learning Integration of technology into the curriculum, even when computer accessibility is extremely limited Classroom-tested, ready-to-use unit plans Modification strategies for learning disabled and English Language Learners Reproducible forms, Multiple Intelligence assessments, group and individual assessment strategies, and grading rubrics Numerous references and Web resources for further support, including the author's weekly updated Web site The cooperative learning techniques put forth in Cooperative Work Groups are designed to emphasize the students' best learning styles and integrate the newest technology into their work, ensuring their success as individuals working together in groups on long-term projects in today's work society.
Scott M. Mandel is a National Board-certified teacher in the Los Angeles Unified School District. He has worked as a teacher, administrator, and inservice leader for more than 25 years. The author of nine teacher education books, Mandel is also the founder and director of the Teachers Helping Teachers Web site. He received his PhD in curriculum and instruction from the University of Southern California.
Acknowledgments About the Author Introduction Why Cooperative Work Groups? The New Classroom Battle: What Today's Businesses Want Versus Traditional Teaching Components of the Cooperative Work Group Concept Cooperative Work Groups The Scope of this Book Part I: The Way Students Accomplish Tasks 1. An Advanced, Modern Form of Cooperative Learning Putting Theory Into Practice: How Could They Make a Difference? 2. Group Formation Putting Theory Into Practice: Mr. Washington's Cooperative Work Groups 3. Leadership Putting Theory Into Practice: Distributing the Leaders 4. Materials Putting Theory Into Practice: Collecting Curricular Material for Student Use 5. Teacher Role: Critical Thinking and Classroom Management Critical Thinking: A Core Component of Student Work Classroom Management Putting Theory Into Practice: Planning for Higher-Order Thinking Skills and Dealing With Problems 6. Assessment Putting Theory Into Practice: Assessing the Experience A Final Note Part II: The Way Students Learn Effectively and Efficiently Putting Theory Into Practice: Why Do They All Have to Be So Different? 7. Brain Research: The Multiple Intelligences A Quick Overview Integrating the Multiple Intelligences Into the Classroom Curriculum Classroom and Group Management Incorporating the Multiple Intelligences Putting Theory Into Practice: Addressing the Students' Multiple Intelligences 8. Teacher Use of the Multiple Intelligences Putting Theory Into Practice: Determining the Students' Multiple Intelligences 9. Integrating the Multiple Intelligences Into Cooperative Work Group Experiences Looking at the Classroom Holistically Using the Multiple Intelligences in the Presentation of Curricular Material Using the Multiple Intelligences in the Creative Work of Students Putting Theory Into Practice: Using the Multiple Intelligences in Group Formation A Final Note Part III: The Internet as the Ultimate Educational Resource Center Putting Theory Into Practice: Using the Information Super-Curriculum 10. The Concept, Reality, and Cost of Digital Literacy Digital Literacy in Today's Classroom Establishing Student Access Within the School Putting Theory Into Practice: Determining the Quality and Quantity of Internet Access 11. How to Locate Curricular Material on the Internet Integrating the Internet Into the Curriculum Search Engines and Directories General Education Web Sites Comprehensive Subject Matter Web Sites Specialty Sites Teacher Guest Books Putting Theory Into Practice: Finding Internet Resources for Students 12. Integrating the Internet Into Cooperative Work Group Experiences Determining the Best Use of Online Resources Knowing When to Use, or Not Use, Technology How to Integrate Online Material Even When There Is No School Access to the Internet Parental Issues: Security Concerns and Public Relations Putting Theory Into Practice: Dealing With the Last Issues A Final Note 13. Summary Part IV: Some Practical Examples of Teacher Unit Plans Science: A Trip to the Rain Forest Language Arts/History: The World of Zlata's Diary History/The Arts: Ancient Egypt - The Afterlife Math: Real Life With Fractions, Decimals, Ratios, Proportions and Percentages Resource A: Index of URLs Resource B: Student Multiple Intelligence Assessments Resource C: An Example of an Internet Acceptable Use Policy Contract Resource D: A Cooperative Work Group Lesson Plan Form References Index
