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Table of Contents
Cover; Title; Copyright; Dedication; Contents; Meet the Authors; Paul J. Vermette; Cynthia L. Kline; Prologue: The Real Question: "Why Should You Read this Book?"; Introduction and Welcome; Why Do We Promote Cooperative Learning and the Dual Objective?; Three Important Concepts + One Model; In Closing; Prologue Big Ideas; 1 Well-Structured Cooperative Learning: What? So What?; What is Cooperative Learning?; A Concept Test on the Application of Cooperative Learning; Cooperative Learning Outcomes; In Closing; Chapter 1 Big Ideas
2 The Dual Objective Model: How Do We Implement Well-Structured CL?Introduction; The Dual Objective at Work; Frequently Asked Questions (Q&A) About the Dual Objective Model; In Closing; Chapter 2 Big Ideas; 3 What Do the Students Do in CL Groups?; Introduction; (Student) Talk: Why Do We Want it in Our Classrooms? Does How Much Matter?; Student Talk in Learning Activities: How Do Different Types Matter?; Introducing the Affective Component; Student Talk: What Are 100 Products Which Students Can Create Together?; Examining Lee's Day: Shadowing a Student to "See" Her Talk
Using Established Frameworks to Invent Team ActivitiesTeam Self-Assessment (Group Processing); In Closing: A Checklist for Good Activities; Chapter 3 Big Ideas; 4 How Does the Teacher Build Effective Teams?; Introduction; The Basics of Team Composition; Three Pieces of Wisdom; In Closing; Chapter 4 Big Ideas; 5 What Does the Teacher Do While Students Work? "From Well-Meaning and Intuitive to Systematic and Intentional"; Understanding "Systematic and Intentional"; Student Team-Talk: Considering Interventions and Feedback; Two More Applications: Extending Transfer; In Closing
Chapter 5 Big Ideas6 How Does the Dual Objective Align to the World of Reform? Connections and Commitments; Globalization and the Common Core; P21 Partnership for 21st Century Learning; Problem-Based Learning and Project-Based Learning; Culturally Relevant Teaching; New York State Teaching Standards and Danielson's Framework for Teaching; Developmentally Appropriate Practice; In Closing; Chapter 6 Big Ideas; 7 How Does the Dual Objective Look in Practice? Examining Examples and Exploring Challenges; Introduction: Cases and Examples to Examine
Three Opening Activities: Starting Strong, Showing Potential, and Realizing SuccessCases and Lessons to Examine; A Final Q&A: Overcoming Commonly Perceived Obstacles and Resolving Hesitations; Chapter 7 Big Ideas; In Closing; Appendix 1: Taxonomies of Affective Skills; Introduction; The Collaborative for Academic, Social, and Emotional Learning (CASEL's) Core SEL Competencies; P21 Framework Skills from the Partnership for 21st Century Learning; Tony Wagner's Seven Survival Skills; Steven Covey's Seven Habits of Highly Effective People; KIPP Schools' Seven Character Strengths 183; Character First's 49 Traits.
2 The Dual Objective Model: How Do We Implement Well-Structured CL?Introduction; The Dual Objective at Work; Frequently Asked Questions (Q&A) About the Dual Objective Model; In Closing; Chapter 2 Big Ideas; 3 What Do the Students Do in CL Groups?; Introduction; (Student) Talk: Why Do We Want it in Our Classrooms? Does How Much Matter?; Student Talk in Learning Activities: How Do Different Types Matter?; Introducing the Affective Component; Student Talk: What Are 100 Products Which Students Can Create Together?; Examining Lee's Day: Shadowing a Student to "See" Her Talk
Using Established Frameworks to Invent Team ActivitiesTeam Self-Assessment (Group Processing); In Closing: A Checklist for Good Activities; Chapter 3 Big Ideas; 4 How Does the Teacher Build Effective Teams?; Introduction; The Basics of Team Composition; Three Pieces of Wisdom; In Closing; Chapter 4 Big Ideas; 5 What Does the Teacher Do While Students Work? "From Well-Meaning and Intuitive to Systematic and Intentional"; Understanding "Systematic and Intentional"; Student Team-Talk: Considering Interventions and Feedback; Two More Applications: Extending Transfer; In Closing
Chapter 5 Big Ideas6 How Does the Dual Objective Align to the World of Reform? Connections and Commitments; Globalization and the Common Core; P21 Partnership for 21st Century Learning; Problem-Based Learning and Project-Based Learning; Culturally Relevant Teaching; New York State Teaching Standards and Danielson's Framework for Teaching; Developmentally Appropriate Practice; In Closing; Chapter 6 Big Ideas; 7 How Does the Dual Objective Look in Practice? Examining Examples and Exploring Challenges; Introduction: Cases and Examples to Examine
Three Opening Activities: Starting Strong, Showing Potential, and Realizing SuccessCases and Lessons to Examine; A Final Q&A: Overcoming Commonly Perceived Obstacles and Resolving Hesitations; Chapter 7 Big Ideas; In Closing; Appendix 1: Taxonomies of Affective Skills; Introduction; The Collaborative for Academic, Social, and Emotional Learning (CASEL's) Core SEL Competencies; P21 Framework Skills from the Partnership for 21st Century Learning; Tony Wagner's Seven Survival Skills; Steven Covey's Seven Habits of Highly Effective People; KIPP Schools' Seven Character Strengths 183; Character First's 49 Traits.