Terminología relacionada con los sucesos traumáticos

Educators are looking for specific learning techniques to improve student achievement and content literacy. Cooperative learning methods will most likely be one of the learning techniques teachers explore in an attempt to provide a learning environment conducive to higher student achievement. The variety of cooperative learning strategies available to teachers forces each

individual teacher to thoroughly research the structure of each cooperative learning method. Simply putting students in groups is not good enough and does not satisfy the expectations of effective cooperative learning. Cooperative learning methods have a track record of positive results in the classroom. Once the proper amount of background information has been attained by the teacher, an educated choice can be made as to which cooperative learning techniques are best suited for their classroom and students. As a specific cooperative learning method is chosen, teachers should monitor the dynamics of the group setting, place an emphasis on collaboration and motivation, and assess the mastery of learning materials by the students on a group and individual basis. Assessments can be done in a variety of ways and include daily competitions, debate, worksheets, quizzes, tests, and other types of assessment. The students must be empowered with the necessary environment and structure in order to reach higher levels of achievement and content literacy. Cooperative learning methods, with the guidance of an informed teacher, will have a positive impact on student achievement. Areas of Further Research

I would want to perform a quantitative research study to further answer my research questions. Included in my study would be a large number of teachers and students in a variety of different school settings. Teachers of varying levels of experience and students at different grade levels must be apart of the sample. If possible, previous student academic achievement would be preferred. The

differences in school settings include geographical location and size of the district. Research

questionnaires would have to be developed. The composition of the questionnaires will be key to the results derived from the questionnaires. The goal of the research questionnaires would be to identify the specific cooperative learning method chosen by the teacher, how the learning technique was implemented, the structure and expectations in which the students were to learn, and assessments used to gauge content literacy and student achievement. The data attained from the questionnaires must be cross categorized and compiled for analysis. Analysis of the data will be used to identify similarities and differences in the cooperative learning strategies selected, implementation of the techniques, and overall student achievement. Inside the data, the study would look for causal relationships between cooperative learning strategies and effective, specific cooperative learning techniques and student achievement and content literacy. Further study of cooperative learning strategies may identify ways to improve not only a specific cooperative learning strategy, but may also improve how teachers implement the various cooperative learning techniques in their classrooms. Conclusion

Cooperative learning strategies will continue to be utilized by educators. Student achievement and content literacy are paramount in a world of global competition and educational reform driven groups in the United States. If teachers are going to use cooperative learning strategies to increase student achievement and content literacy, teachers must identify an effective cooperative learning strategy with attention to positive interdependence, face-to-face interaction, individual accountability, group processing, and social skills. Teachers that successfully incorporate the foundations of

cooperative learning methods can expect a positive effect on student achievement and content literacy.

References

Alexander, L., Ravitch, D., Alexander, F., Golderg, M. (1992). Cooperative learning. Retrieved from http://2.ed.gov/pubs/OR/ConsmerGuides/cooplear.html

Aronson, E., Blaney, N., Stephan, C., Sikes, J. & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.

Benware, C. A., Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal. 755-760.

doi: 10.3102/00028312021004755

Caviglia-Harris, J. L. (2010). Using Cooperative Learning to Understand Exam Assessment. Retrieved from http://isu.edu/peer/links/full/caviglia-harris.pdf

Dalrymple, J. S. (2009). Cooperative Learning and Grades. Retrieved from http://clearinghouse.missouriwester.edu/manuscripts/279.php, 3

Effective Instructional Strategies (2005, September). Research Corner: Education Data and Research Analysis from Edvantia. Retrieved Nov 15, 2013, from Professional Development Collection database, 68

Gardner, H. (1999). The Disciplined Mind. New York, NY: Simon & Schuster.

Graham, D. C. (2005). Cooperative Learning and Middle School Students. Retrieved from Dissertations and Theses database. (AAT 3196773).

Hendrix, J.C. (1999). Connecting cooperative learning and social studies. The Clearing House. 57-63. Retrieved from

http://ezpolson.nmu.edu:5749/ps/i.do?&id=GALE%7CA55684628&v=2.1&u=lom_nmichu&i t=r&p+ITOF&sw=w

Huang, F., & Su, J. (2010). Study of teaching model based on cooperative learning. Studies in Literature and Language. 1 (6), 3-5

Hootstein, E. W. (1994). Motivating students to learn. The Clearing House, 67(4).

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Active learning: Cooperation in the college classroom. Edina, MN: Interaction.

Johnson, D. W., Johnson R. T., Holubec, E. J. (1991). Basic elements of cooperative learning. Principles of Cooperative Learning. Edina, MN: Interaction Book Company, 1991, 9 Johnson, D. W., & Johnson, R. T. (1989, 1999). Making cooperative learning work. Theory into

Johnson, D. W., Johnson R. T., & Stanne, M. (2000). Cooperative learning methods: A meta-analysis. Running Head: Cooperative Learning Methods, 2-12

Key, L., Bradley J. A., Bradley K. S. (2010). Stimulating instruction in social studies. The Social Studies. 117-12-. doi: 10.1080/003779903283932

Little, C. A., Feng, A.X., Baska J. V., Rodgers, K. B., Avery, L.D. (2007). A study of curriculum effectiveness in social studies. Gifted Child Quarterly. 51 (3). 272-284.

Madden, M.A., Slavin, R.E., Stevens, R.J. (1986). Cooperative Integrated Reading and Composition: Teacher’s Manual. Baltimore: John Hopkins University, Center for Research on Elementary and Middle School, 4

Majoka, M. I., & Khan, M. S., & Shah, S. (2011). Effectiveness of Cooperative Learning for Teaching Social Studies to Different Ability at Elementary Levels. Retrieved from http://ezpolson.nme.edu;6744/docview/863574411

McPherson, K. (2007). Fostering content area literacy. Teacher Librarian. 35 (1). 65-68.

Mills, C. J., & Durden, W.G. (1992). Cooperative learning and ability grouping: an issue of choice. Gifted Child Quarterly,. 3 (1).

Neimi, J. R. (1999). Infusing micronesia into the mainstream social studies curriculum. A middle- level guide. Unpublished manuscript. University of Guam at Mangilac. 14.

Ravitch, D. (2010). The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. New York, NY: Basic Books.

Sharan, Y., & Sharan S. (1989/1990). Group investigation expands cooperative learning. Educational Leadership. 47(4); 17-21.

Siegel, C. (2005). Implementing a research based model of cooperative learning. The Journal of Educational Research. 98 (6).1-15.

Slavin, R. E. (1983). An Introduction to Cooperative Learning. New York, NY: Longman. Slavin, R. E., Leavy M. B., & Madden, M. A. (1986). Team accelerated instruction-Mathematics.

Watertown, MA: Mastery Education Corporation, 4

Slavin, R.E. (1991). Synthesis of research on cooperative learning. Educational Leadership 48 (5). 71-82.

Slavin, R. E. (1995). Cooperative Learning. Needham Heights, MA: Simon & Schuster. Soares, L.B., & Wood K. (2010). A critical literacy perspective for teaching and learning social

Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, 83 (1).

Yamarik, S. (2007). Does cooperative learning improve student learning outcomes? Journal of Economic Education (Summer). 38 (3). 275