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Student teams-achievement divisions (STAD) is a Cooperative learning strategy in which small groups of learners with different levels of ability work together to accomplish a shared learning goal. [1] It was devised by Robert Slavin and his associates at Johns Hopkins University.
Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. [1] There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence."
Robert Edward Slavin was born in Bethesda, Maryland, on September 17, 1950. [1] His father, Joseph G. Slavin, worked as a clinical psychologist and headed the Washington School of Psychiatry; his mother, Miriam Crohn Slavin, was a housewife.
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. [1] Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.).
Cooperative learning was used as a baseline measure for the effects of cooperation. The sixth-grade and fifth grade classes hosted coops and trads, respectively. The study was confounded by changes in procedures for the coops and the departure of the trad teacher, resulting in a shortened, four week schedule.
Now, as she thinks back on using while she was incarcerated, she recalls, "It was like, okay, you have to scrounge. You have to find it, really kind of get into the groove of who has what in prison."
Co-construction of learning is referred to in Primary and Secondary Schools and other learning settings in the UK, and generally refers to collaboration in learning beyond delivery of learning or projects, for example in Curriculum co-construction. [5] Co-construction learning is considered to be "complex, multi-dimensional, and involves everyone."
Youth Services International confronted a potentially expensive situation. It was early 2004, only three months into the private prison company’s $9.5 million contract to run Thompson Academy, a juvenile prison in Florida, and already the facility had become a scene of documented violence and neglect.