Hi Listers, It has been a while since I sent out my featured articles message so I thought it might be appropriate to start the new 2002 Fall semester with the latest listing of featured articles #11. For a complete description and links to these articles click on: http://home.capecod.net/~tpanitz/features.htm You will find featured articles 1-10 archived at this site also for any gluttonous readers out there. If you have a favorite article on student centered learning please send it along to the list or to my attention. Thanks in advance. Regards, Ted Featured articles #11 CHANGING A COURSE FROM LECTURE FORMAT TO COOPERATIVE LEARNING Dean A. McManus, Professor School of Oceanography Updated from an article which originally appeared in the Winter 1996 issue of Paideia: Undergraduate Education at the University of Washington. 4(1), 12-16 For almost thirty years I have taught a senior course in marine geology. Although I have revised it over the years, it has always been a lecture course. Fall Quarter 1994, I substantially changed my approach: I gave only three lectures and three demonstrations the entire quarter. Students learned primarily through cooperative assignments and individual projects. COOPERATIVE/COLLABORATIVE STRUCTURES EXPLICITLY DESIGNED TO PROMOTE POSITIVE INTERDEPENDENCE AMONG GROUP MEMBERS by Joe Cuseo Positive interdependence is the quintessential quality that defines collaboration and transforms group work into teamwork. It is a key feature that has been emphasized by scholars concerned primarily with promoting students' academic achievement and cognitive development (Slavin, 1983; Johnson & Johnson, 1987), as well as scholars concerned with students' holistic development, such as Chickering (1969)-who argues that, in its highest form, the development of autonomy does not simply involve the development of freedom to choose freely and act independent of outside influences, but also involves the development of freedom that recognizes one's dependence and obligations to others. The following are some single-step strategies that may be used to promote positive interdependence among students working in groups. TIPS FOR GRADING GROUP WORK By Kathleen McKinney RESEARCH FOR THE FUTURE: RESEARCH ON COOPERATIVE LEARNING AND ACHIEVEMENT: WHAT WE KNOW, WHAT WE NEED TO KNOW. Slavin, R.E. Contemporary Educational Psychology, 1996, 21 (1), 43-69. This paper is adapted from Slavin, 1992. It was written under a grant from the Office of Educational Research and Improvement, U.S. Department of Education (No. OERI-R-117-D40005). However, any opinions expressed are mine and do not necessarily represent OERI positions or policies. Research on cooperative learning is one of the greatest success stories in the history of educational research. While there was some research on this topic from the early days of this century, the amount and quality of that research greatly accelerated in the early 1970's, and continues unabated today, a quarter-century later. Hundreds of studies have compared cooperative learning to various control methods on a broad range of measures, but by far the most frequent objective of this research is to determine the effects of cooperative learning on student achievement. To Unsubscribe, send a message to [log in to unmask] In body type: SIGNOFF LRNASST.