Tag: Cooperative Learning

Integrated Reading and Language Arts Instruction

The goal of the middle school organization is to create a learning environment that matches the developmental abilities and needs of young adolescents. This research attempts to operationalize that goal by integrating reading and English classes in large urban middle schools. The Student Team Reading and Writing (STRW) program reconfigured instruction to actively engage students

Gardens, Geometry, and WebQuests

Are you looking for an effective way to educate this generation of youth who thrive on technology? Try WebQuests! WebQuests are online learning tools linking students to content and resources that are interactive and visually stimulating. At the same time, they help students develop critical thinking skills. They can meet a variety of learning goals,

Developing Collaboration Skills

Team teachers must develop respectful relationships with each another if they wish their students to exhibit positive relationships with others in their group projects. One cannot model that which one doesn't practice regularly, so the first step is setting norms. This may be a fairly lengthy process, and unfortunately a lot of people go through

“I Feel I’m Important”: Successful Collaborative Teaching and Learning in a New Zealand Intermediate School

The investigation examined a collaborative teaching and learning house structure at a New Zealand intermediate (or middle) school. Using observations, questionnaires, and interviews, we explored the perceptions of staff, children, and parents about the educational value of such a model and whether it meets the principles of good education for the young adolescent age group.

Deeper Learning Through Book Clubs

At Park Ridge High School one of the texts in our eighth grade language arts curriculum that fulfills a Common Core State Standard is Mark Twain’s The Prince and the Pauper. This novel, which students read toward the end of the year, serves as a foundation to demonstrate that our students “read and comprehend literature, including

Group Work: Getting into Formation

Middle grades teachers whose students are the most engaged in learning and the least disruptive are the teachers who make the most of student grouping. The most effective teachers in our building have four group default settings that they use continually. Their students know each formation by name and can fall into each at a