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 |
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