Co-operative learning

Slavin, R. (1987) Developmental and motivational perspectives on co-operative learning a reconciliation. Child Development, 58, 1161-1167. 

Cowie, H. Rudduck, J. (1990). Co-operative learning traditions and transitions. Volume three of Learning Together - Working Together. London. BP Educational Service. 

One of the elements of inclusion identified by the Council for Exceptional Childten, and identified in chapter 1, is the development of systemsforco-opemtion within the school, such as peer tutoring, buddy systems, circles of friends, co-operative learning. The active development of these is a need for the future, as highlighted by this co-ordinator... 

Routine aspects of classroom practice, and the general ethos of the classroom, should be examined to seewhetherchangescouldmakethedisabledchildfeelmoreathome. Tutor-group activities can help students with disabdities, as can other kinds of positive action promoting buddy systems, circles of Mends, co-operative learning. Attention to apparently small administrative matters (such as the child s correct alphabetical placement at registration) will also be helpful in promoting social inclusion. 

Lazarowitz, R., Hertz-Lazarowitz, R (1998). Co-operative learning in the science curriculum. In B. J. Fraser K. G. Tobin (eds.). International handbook of science education (pp. 449-470). Dordrecht Kluwer. This handbook chapter gives an overview about the evidence science education research gained in the field of cooperative learning. 

Lazarowitz, R., Hertz-Lazarowitz, R (1998). Co-operative learning in the science curriculum. In B. J. 

Witteck, T., Most, B., Leerhoff, G., Eilks, I. (2004). Co-operative learning on the internet using the ball bearing method (Inside-Outside-Circle). Science Education International, 15, 209-223. 

Leading change requires that you communicate your ideas about the direction to be taken and convince people that this is the way to go. To the extent that your learning project took you outside your normal orgctnizational boundaries you will have had to elicit voluntary co-operation. 

The Individualist as an Educational Designer In the role of a designer, the individualist probably feels more at home. However, the present-day educational design projects usually involve teamwork. Even if the creative spark of the individual constitutes an essential element in the design process, the filial of each member s contribution depends on the ability to communicate and co-operate. The individualist will have to learn to compromise in this respect in order to become an effective team member. 

Skogerboe, G.V., Merkley, G.P. (1996). Irrigation maintenance and operations learning process. Water Resources Publications Littleton CO. http //www.wrpllc.com/authors/imolauthors.htmlP... 

Slavin, R., Sharan, S., Kagan, S., Hertz-Lazararowitz, R., Webb, C., Schmuck, R. (1985) Learning to cooperate, co-operating to learn. New York Plenum. 

Skogerboe, G. V. and G. P. Merkley. 1996. Irrigation Maintenance and Operations Learning Process. Highlands Ranch, CO Water Resources Publications. Provides guidelines and procedures for improved maintenance and operations of conveyance and distribution systems for irrigation water. 

After starting the project CWS learned that the British had already determined the best size for high altitude droplets and were adding various substances to mustard to increase the particle size. In co-operation with the NDRC the CWS tested more than seventy thickeners. Finally, the search narrowed down to polystyrene and methyl methacrylate. After methyl methacrylate sheet scrap (Plexiglas and Lucite) became available from aircraft factories, the CWS adopted it as a mustard thickener. ... 

There is an important role for the special school to play in initiating inclusion by developing co-operative practice with local mainstream schools, and this can often be a precursor to more developed inclusive practice, as Wilson (1990) describes. However, this has to be carefully planned to ensure success, particularly where children s disabilities are serious. Walter(l 997)describes someactivitieswhichheundertookwithhisclassofchildren with severe learning difficulties when children from local mainstream schools have visited. He makes the point that each session should have a shared activity and a practical result. Walter describes here what his sessions have included ... 

A laboratory demonstration of this operation is far better than any written description. The tubes may be bought from many dealers e.g., A. Gallenkamp r Co. Ltd., Technico House, Christopher Street, London, EC2P 2ER, and Victoria House, Widnes, Lancs also The Scientific Glass- Blowing Co., 41 Upper Brook Street, Manchester 13), but students should learn to make their own c.apillary tubes. 

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