During the summer, I am sharing thematic posts bringing together responses on similar topics from the past 11 years. You can see all those collections from the first 10 years here.
Today’s theme is Cooperative and Collaborative Learning.
You can see the list following this excerpt from one of the posts:
1. How Small-Group Instruction Benefits Your Teaching
Small-group work can provide opportunities for reteaching, student practice, and formative assessments. Read more.
2. Small-Group Instruction: Work It for Your Students—and You
Gradual release of responsibility to students, personal learning plans, and formative assessment are successful components for small groups. Read more.
3. 15 Ways to Improve Small-Group Instruction
Assigning student roles, choosing the right number of members, and providing feedback are among the strategies teachers can use. Read more.
4. What Are the Best Strategies for Small-Group Instruction?
For teachers starting out, take small steps in introducing small-group instruction. Try a single strategy and add time as you go along. Read more.
5. Four Good Science Teaching Strategies & How to Use Them
Three science educators share their go-to teaching strategies, including encouraging student talk and implementing project-based learning. Read more.
5. ‘Students Will Ask Great Questions If We Give Them the Chance’
Four educators share ideas for encouraging students to develop questions, including through project-based learning. Read more.
6. Don’t ‘Make the Math Classroom a Project-Based-Learning-Free Zone’
Three educators share advice on incorporating project-based learning in math classes, including asking the question, “What’s nearby?” Read more.
7. Using Project-Based Learning in Math Classes
Two teachers share practical strategies for using project-based learning in math classes, including one called “notice and wonder.” Read more.
8. To Maximize Group Work, Make It Metacognitive’
A three-part series of supporting effective student group work is wrapped up today with commentaries from Nancy Frey, Doug Fisher, Michael Fisher, Laura Greenstein, Debbie Zacarian, Michael Silverstone, and Cindy Terebush. Read more.
9. ‘Maximizing Student Learning Gained Through Collaboration’
Katrina Hankins, Dawn Mitchell, Andrew Miller, Andrea Keith, and Michael D. Toth share their ideas about ensuring that group work in the classroom goes smoothly. Read more.
10. Effective Group Work Starts With Classroom Culture
Karen Goeller, Jill Kester, Rachael Williams, Kara Pranikoff, and Cheryl Mizerny share their ideas for effective student group work. Read more.
More Q&A posts about cooperative and collaborative learning:
- Effective Ways Students Can Teach Their Classmates
- Students Can Become ‘Co-Teachers’
- The Value of ‘Peer Teaching’
- Students as Teachers in the Classroom
- Assessing Students on ‘What Really Counts’
- Different Ways of ‘Learning by Doing’
- Learning by Doing—Part Two
- The Best Advice on Doing Project-Based Learning
- Do’s and Don’ts for Better Project-Based Learning
Explore other thematic posts:
- It Was Another Busy School Year. What Resonated for You?
- How to Best Address Race and Racism in the Classroom
- Schools Just Let Out, But What Are the Best Ways to Begin the Coming Year?
- Classroom Management Starts With Student Engagement
- Teacher Takeaways From the Pandemic: What’s Worked? What Hasn’t?
- The School Year Has Ended. What Are Some Lessons to Close Out Next Year?
- Student Motivation and Social-Emotional Learning Present Challenges. Here’s How to Help
- How to Challenge Normative Gender Culture to Support All Students
- What Students Like (and Don’t Like) About School
- Technology Is the Tool, Not the Teacher
- How to Make Parent Engagement Meaningful
- Teaching Social Studies Isn’t for the Faint of Heart
- Differentiated Instruction Doesn’t Need to Be a Heavy Lift
- How to Help Students Embrace Reading. Educators Weigh In
- 10 Strategies for Reaching English-Learners
- 10 Ways to Include Teachers in Important Policy Decisions
- 10 Teacher-Proofed Strategies for Improving Math Instruction
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.