Important Methods to Facilitate deep understanding and discussion in cooperative

groups Reciprocal

Questioning Discussion in groups

that use question stems that encourage dialogue

Ex. “What is an example of…”

“What do you think causes…”

“How will you define …”

Jigsaw: different members of a group responsible for in depth understanding of parts of knowledge. Encourages interdependence .

Structured Controversies and Debating

Guidelines

Using Cooperative Learning Page 332 in Textbook.

Different COGNITIVE Theories favor Cooperative Learning for different Reasons

PIAGET

VYGOTSKY

IPMODEL

Cognitive Theories

PIAGET - The Construction of knowledge - conflict and disequilibrium

VYGOTSKY -The co-construction of knowledge – the internalization of socially shared knowledge

The more the learner is cognitively engaged the more he/she is likely to learn.

IPMODEL – Group help individual’s rehearse, practice , expand knoweldge Learner’s Motivation

The Concept of Motivation

INTRINSIC MOTIVATION

ASSOCIATED WITH ACTIVITIES THAT ARE THEIR OWN REWARD.

EXTRINSIC MOTIVATION

ASSOCIATED WITH EXTERNAL FACTORS.

An internal state that arouses, directs, and maintains behavior.

COGNITIVE APPROACHES TO MOTIVATION

Intrinsic motivation where behavior is determined by our thinking.

Active Learners who seek autonomy and self-determination.

CHDV

Learner Differences and Learning Needs

Learner’s differences

The Concept of Intelligence

Individual Differences and the Law

THE CONCEPT OF INTELLIGENCE

DO PEOPLE VARY IN WHAT WE CALL INTELLIGENCE? The Content of Intelligence

The Stanford-Binet Test

THE NATURE-NURTURE DEBATE Is intelligence due to heredity or environment?

Intelligence: One ability or many?

Charles Spearman (1927)

One mental attribute is responsible for performance on all cognitive and social tasks.

g-general intelligence

The most widely accepted view of intelligence today, is that intelligence has many facets and includes many general abilities at the top and specific abilities at he bottom.

Multiple Intelligence

Gardner (1983) Guilford (1988)

(1) A theory of at least eightmultiple intelligences. (2) A biopsychological concept.

Howard Gardner

Logical-mathematical LinguisticMusicalSpatialBodily-kinestheticInterpersonalIntrapersonal Naturalist (Table 4.1, p.116)

Gardneron Intelligence

“ My work is very critical of what I call the “dipstick theory”, which is the notion that everybody is born with a certain amount of intelligence and it doesn’t matter where or when you live, how much stuff you have will show. I think we are built with different kinds of potentials, and whether they get realized depends on what’s available in society.”

INTELLIGENCE AS A PROCESS

Rather than describing how individuals are different in the CONTENT of intelligence, recent work attempts to describe the thinking PROCESSES that are common to all people.

How do humans gather and use information to solve problems and behave intelligently?

Robert Sternberg (2004)TRIARCHIC THEORY OF INTELLIGENCE

INTELLIGENT BEHAVIOR IS THE PRODUCT OF APPLYING THINKING STRATEGIES, HADLING NEW PROBLEMS SUCCESSFULLY AND ADAPTING BEHAVIOR TO NEW CONTEXTS.

ANALYTIC

CREATIVE

PRACTICAL

Educational Implications

The Nature-Nurture Debate: INTELLIGENCE IS A CURRENT STATE OF AFFAIRS AFFECTED BY PAST EXPERIENCE AND OPEN TO FUTURE CHANGES.

Cognitive Skills are always improvable

Intelligence Scores and Achievement : ACADEMIC ACHIEVEMENT and LIFE ACHIEVEMENT

ABILITY DIFFERENCES AND TEACHING

CLASS IS FORMED BASED ON ABILITY

TRACKING WITHIN-CLASS

ABILITY GROUPING

CLASS IS FORMED BASED ON DIFFERENTIAL ABILITIES

UNTRACKING The Issue of whether tracking is an effective strategy is controversialStrengths: (i)Average and high-ability students lose 2-5% points in achievement in untracking groups, (ii)the phenomenon of bright flight.Weaknesses: (i) Tracking increases the gap between high and lower achievers, (ii) The effects of labeling on cognitive performance, (iii) Diversity Issues – Low Income families and certain cultures are overrepresented in the lower tracks.

WITHING CLASS GROUPING

FLEXIBLE GROUPING

Reading Math

Deals with differences in students’ prior learning.

No clear evidence that this method is superior.

Cooperative teaching.

Students are continuously grouped and re-grouped based on their specific learning needs for the specific activity.

TWO ALTERNATIVE SOLUTIONS

The Individual with Disabilities Education Improvement Act (IDEA)

Revised 1990, 1997, 2004 The State should provide a FREE and APPROPRIATE public

education for all students with disabilities who participate in special education.

Section 504 (Civil Rights Law ) prevents discrimination against students with disabilities.

Three Implications of IDEA (1) The Individualized Education Program (2) The Rights of Students and Families (Zero

reject) (3) The Least Restrictive environment (educating

each child with peers in the regular classroom to the greatest extent possible).

IDEA

1. About 10%of all students aged 6 through 21, receive special education services.

2. The aim : According to their disability = In general education classes for at least 40% of their school day.

Study TABLE 4.4 page 125

Disability No of Students in

2000-2001

Specific Learning D. 2,887.217

OVERALL 5,775,722

Reading the Table

Most Prevalent ProblemsAttention-Deficit Hyperactivity Disorder Communicative Disorders Students with intellectual, behavioral and/or

emotional problemsLess Prevalent Problems Health ImpairmentsAutism Cerebral Palsy /Epilepsy Vision and Hearing Impairments

Specific Learning Disabilities

About one half of all students receiving some kind of special education service are diagnosed as having learning disabilities.

A relative new term which does not have a fully agreed upon definition.

“a disorder in one or more basic psychological processes…” (IDEA)

“disorders of learning and cognition that are intrinsic to the individual” (Special Education Report).