acceptance of others, 16
action research, 60–61, 115, 131, 179–80
active participation grades, 162–63, 167
activities and techniques, 63, 89, 181–82. See also specific activities and techniques
administrators
collaboration, promotion of, 54, 173–74, 179
cooperative learning, support for, 179
culture established by, 44
adult facilitators, 62
affective factors, 27–29
affective-humanistic teaching approaches, 75
American University of Beruit, Center for English Language Teaching and Research, 74–75
analytical learning style, 25
anxiety and stress, 27, 66, 76, 79
area supervisors, 173
artifacts, 23
ASCD (Association for Supervision and Curriculum Development), 76
Asian students grouping response, 25–26
assessments of instructional success, 60
Association for Supervision and Curriculum Development (ASCD), 76
aural activities. See oral language activities
authentic learning activities, 72, 178–79
authorship events, 154–55, 172
autonomy, 26–27
base groups, 35, 172–73
Bennett, Barrie, 103
Bruffee, Kenneth, 6
bulletin board display project, 165–67, 169, 171, 172
CALLA (Cognitive Academic Language Learning Approach), 24
Cambridge CGE exam, 113, 124, 127, 128
Canadian narrative. See Pine Ridge Secondary School narrative
Canadian national anthem activity, 106–7
celebrating the model phase, 157, 169–73
Center for English as a Second Language, Southern Illinois University, 153. See also Intensive English Program
Center for English Language Teaching and Research, American University of Beruit, 74–75
centers (small-group activities), 61
Chalkboard Share technique, 182
Cinderella role playing, 107–8
CIRC (Cooperative Integrated Reading and Composition) technique, 14–15, 183–84
Circle and Square activity, 96–97, 182
class-building activities
class socials, 159, 170, 171
examples of, 86–87, 93–95, 159–60
importance of, 53, 136
purpose of, 50–51
class constitution, 158, 159
classifications, 51
classroom practices, 58–61, 118–19, 155
classroom structure, 61–63, 69, 79–80, 117
class size, 134
class socials, 159, 170, 171
CLT (communicative language teaching), 3, 24–25
code switching, 60
Cognitive Academic Language Learning Approach (CALLA), 24
cognitive psychology, 13–14
cohesiveness of groups, 28–29, 37–38, 172–73
collaborative learning, 5–6
collaborative skills and behaviors
assessment of, 109, 110
development of, 36–37, 38, 45, 61, 71, 88, 116–17
importance of, 108–9
labeling of, 52
Latino culture, 57–58
modeling, 43, 61, 109, 120
teaching, 109, 119–20
communication
computer-mediated communication, 28, 34
face-to-face promotive interactions, 28, 94
physical arrangement for, 34
communicative language teaching (CLT), 3, 24–25
Community Language Learning, 75
community of practice, 12–13
competition
for grades, 14
groups and, 28, 42
Latino culture, 57–58
Magic Sentences activity, 100
outside challenge interdependence, 42
with self, 78, 89
comprehensible input, 18–19
computer-mediated communication, 28, 34
computer use, 124
Concept Attainment activity, 103–6, 182
Concept Formation activity, 106–7, 183
confidence, 78, 99, 128
conflict resolution conference, 75–76
Confucian values, 22, 25–26
conscious incompetence, 131
consciously competent, 131
consolidation of learning, 115, 116
content-based instruction, 23–24
Co-op Co-op activity, 183
cooperative behaviors. See collaborative skills and behaviors
Cooperative Controversy technique, 14
cooperative environment promotion, 61, 68–70, 71–72
Cooperative Integrated Reading and Composition (CIRC) technique, 14–15, 183–84
cooperative interdependence, 16
cooperative learning
applicability of, 6–7, 76
attitudes toward, 27, 52, 72, 149, 179
benefits of, 4, 6, 76, 88–89, 130–31, 154, 178–79
collaborative learning versus, 5–6
concepts of, 4–5
definition, 3, 5–6
frequency of use of, 31
group activities and, 30
group activities as, 4
implementation of, 7, 44, 61, 77–79, 92, 109–10, 114–17, 157–69, 177–78
literature on, 135
proficiency phases, 131–32, 136
promotion of, 45
purpose of, 3, 16
research support for, 6
resistance to, 45–46
roots of, 9–17
workshops on, 74–75, 76–77, 92, 114–15, 131, 173–74
Cooperative Learning (Bennett, Rolheiser-Bennett, and Stevahn), 109
Cooperative Learning Tuesdays, 51, 92, 110
cooperative learning week, 130
cross-age tutoring, 12
cultural-historical circumstances
attitudes toward responsibilities, 57–58
attitudes toward second language learning, 57–58
intercultural understanding, 137, 143
learning and, 16–17, 22–23
respect for and utilization of, 60
response to grouping, 22, 25–26
debilitating anxiety, 27
depth of processing concept, 13–14
developmental psychology, 10–13
development education, 17
dictogloss, 21
discourse competence, 24
Easter egg story, 95
elementary school students. See primary school students
ELLF (English Language Learners’ Facilitator), 57
End-of-Term exhibit, 171–72
English Language Learners’ Facilitator (ELLF), 57
environmental education, 17
environmental interdependence, positive, 28, 81, 100–102
equal opportunities for success, 80, 81, 89
equal participation, 103, 120, 141–42
equal status promotion, 9, 10, 33–34
equilibration, 10
equipment (resource interdependence), 41
examination preparation, 128–29
extension activities, 164
external challenge interdependence, positive, 28, 42
extrinsic motivation, 40, 78
face-to-face promotive interactions, 28, 94
facilitator role, 41
fantasy interdependence, positive, 28, 42
field trips, 160–61, 169, 170, 172
Find Someone Who technique, 190
Five Friends activity, The, 100–102, 184
Flip It! technique, 97–98, 184
fluency promotion, 20, 24
follow-up activities, 164, 169
form, 21
forming groups, 30, 31–35, 61
functioning as a group, 30, 36–39
Gallery Tour technique, 106, 184–85
gap, teaching-learning, 116
generic techniques, 89
global education, 17, 136–37, 143, 150
goal interdependence, positive, 28, 39, 99–102
goals, common, 9, 10, 28
grades
active participation grades, 162–63, 167
alternatives to, 40–41
basis for, 14, 78, 81, 124–25, 142, 146–48, 179
competition for, 14
group grading, 40–41, 53, 147–48
importance of, 167
individual accountability, 50
Graffiti technique, 102–3, 185
grammar instruction
Flip It! technique, 98
Magic Sentences activity, 99–100
STAD technique, 78, 82–83, 84
grammatical competence, 24
group activities
advantages of, 3, 27, 114
affective factors, 27–29
authorship events, 154–55, 172
as cooperative learning, 4
cooperative learning and, 30
cultural response to grouping, 22, 25–26
duration of, 35
individual accountability and, 5
language functions, variety of, 21
language learning by, 7
learning styles and, 25–26
pacing of, 163–64
problems with, 3
proficiency level of students, 19
quantity of student talk in, 21
teacher intervention, 39, 70, 140, 163
teacher training through, 75
Group Dialoging activity, 65–66, 185
group grading, 40–41, 53, 147–48
group investigation, 26
Group Investigation technique, 35, 185–86
group recognition / reward
CIRC technique, 15
Jigsaw II technique, 50, 89
Magic Sentences activity, 100
STAD technique, 14, 50, 78, 82–83, 89
student motivation and, 40, 41, 78
See also reward interdependence, positive
groups
changing membership in, 35, 114, 141
cohesiveness of, 28–29, 37–38, 172–73
competition and, 28, 42
composition of, 32–34, 35, 59–60, 61, 76, 80–82, 118, 140, 143, 148, 155–56, 160, 165–66
conflicts within, 69–70, 114, 168, 178
difficult members, 124–25, 147
duration of, 35
forming, 30, 31–35, 61
functioning of, 30, 36–39
identity of, 28, 35, 41, 96–97, 118
management of, 63, 118–19
monitoring behavior in, 145–46
participation of members, 71, 114, 141, 147–48
physical arrangement of, 34
processing group interactions, 28–29, 37–38
size of, 31–32, 63, 117, 140, 156, 166
growth needs, 15
hands-on activities, 169, 170–71
heterogeneous groups, 32, 33, 35, 76
“Human Family” (Angelou), 139
humanist psychology, 15–17
humanist teaching, 135
human rights education, 17
ice-breaking activities, 86–87
idea generation, 51
identity interdependence, positive, 28, 41, 81, 118
improvement points, 78, 80, 81, 82–83, 89
individual accountability
applicability of, 43
concept of, 5, 42
encouragement of, 42–43, 81, 127
Jigsaw II technique, 50
positive interdependence and, 5
STAD technique, 50
individual development, 16
individual identities, 69–70, 71
individualized learning, 164–65, 167
information (resource interdependence), 41
information gap, 10, 139
input hypothesis, 18–19
in-service teacher training workshops, 74–75, 76–77. See also workshops on cooperative learning
Inside-Outside Circles technique, 94–95, 160, 186
instructional design, 173, 175
instructional success assessment, 60
integrated skills activities
Concept Attainment activity, 103–6
Concept Formation activity, 106–7
cooperative learning and, 51, 122
Graffiti technique, 102–3
You Be the Judge! activity, 107–8
intelligences, multiple, 25
Intensive English Program
background, 153–57
celebrating the model phase, 157, 169–73
classroom practices, 155
practicing the model phase, 157, 165–69
teacher collaboration, 173–74
teaching the model phase, 157–65
Web site, 174
interaction hypothesis, 19
interactions
benefits of, 12, 15, 22
proficiency level of participants, 12, 22
videotaping of, 55, 60, 172
intercultural understanding, 137, 143
interdependence concept, 10, 14, 16, 62. See also positive interdependence
intergroup competition, 28, 42
interlanguage, 19
International Association for the Study of Cooperation in Education, 6
International Association of Teachers of English as a Foreign Language, 17
interpersonal intelligence, 25
intersubjectivity, 23
intrinsic motivation, 40
i+1, 18–19
Jacobs, George, 114
Japan Association of Language Teachers, 17
Japanese students grouping response, 26
Japanese university narrative
background, 134–38
class size, 134
course beginnings, 138–40
evaluations, 146–50
first-semester projects, 140–42
second-semester projects, 143–46
Jigsaw II technique, 50, 83–86, 89, 186
Jigsaw technique, 9–10, 41, 76, 77, 139, 186. See also You Be the Judge! activity
Johnson, David, 44
journal assignments, 139–40, 144–45
Kagan, Spencer, 131
keyboarder role, 41
kindergarten narrative
background, 55–56
classroom practices, 58–61
classroom structure, 61–63, 69
cooperative environment promotion, 61, 68–70, 71–72
cooperative learning implementation, 61
group management, 63
groups, composition of, 59–60, 61
listening activities, 67–68
oral language activities, 64–66
school and community, 56–58
writing instruction, 66–67
Korean students, 158
Krashen, Stephen, 18–19
language functions, variety of, 21
language immersion programs, 20
Latino students and culture, 57–58
learner autonomy, 26–27
learners. See students
learner strategy training sessions, 138–39
learning station activities, 169, 170–71
learning styles, 24–25, 166–67
Learning Together, 9
Lebanese civil war, 74, 75
Lebanese cooperative learning narrative
background, 50, 74–79
classroom structure, 79–80
cooperative learning implementation, 77–79, 82–88
curriculum, 74, 77, 78, 89
groups, composition of, 80–82
materials development, 82, 89
school statistics, 74, 77
STAD technique, 76–79, 82–83, 84
legitimate peripheral participation, 12–13
listening instruction
importance of, 119
kindergarten narrative, 67–68
Paraphrase Passport technique, 120
teaching, 119–20
Think-Pair-Share technique, 98–99
See also integrated skills activities
lockstep teaching. See teacher-fronted classrooms
Magic Box activity, 94, 187
Magic Sentences activity, 99–100, 187
maintenance needs, 15
mastery learning techniques, 87–88
mentoring system, 130, 173–74
mindmaps, 51, 100, 102
mirror neuron behavior, 34
Mixer Review technique, 88, 187
modeling, 33
collaborative skills and behaviors, 43, 61, 109, 120
to teach a task, 63, 93, 145
motivational theories, 14–15
motivation of students, 28, 33, 40–41, 78
multilingual kindergarten narrative. See kindergarten narrative
multiple intelligences, 25
MURDER technique, 13–14, 187–88
My Imaginary Friend activity, 93–94, 188–89
Nadine and Simeon, 95
nativists, 19
Natural Approach, The, 18–19
needs, maintenance and growth, 15
negative interdependence, 10, 14
negotiation for meaning, 19, 20
noise levels, 86, 97–98
notebook, student, 115–16
Numbered Heads Together technique, 88, 126–27, 158, 189
observer role, 41
open house, 171–72
oral language activities
Circle and Square activity, 96–97
Flip It! technique, 97–98
Group Dialoging activity, 65–66
Inside-Outside Circles technique, 94–95
kindergarten narrative, 64–66
Magic Box activity, 94
My Imaginary Friend activity, 93–94
Pine Ridge Secondary School narrative, 93–99
Shared Story Box activity, 64–65
Singapore cooperative learning narrative, 128–29
Think-Pair-Share technique, 98–99
Universal Stories Activity, 66
See also integrated skills activities
output hypothesis, 20–21
outside challenge interdependence, positive, 28, 42
pacing of activities, 163–64
Paper Bag Share activity, 69, 189
Paraphrase Passport technique, 120, 127, 189
parents, 57–58
peace education, 17, 76
peer feedback, 27, 122–24, 168–69, 178
peer tutoring, 12, 13, 33, 142
People Hunt technique, 86–87, 190
peripheral participation, legitimate, 12–13
photo sharing, 159–60
Piaget, Jean, 10–11
Pine Ridge Secondary School narrative
background, 92–93
collaborative skills, 108–9, 110
cooperative learning use, 51
integrated skills activities, 102–8
oral language activities, 93–99
reading and writing skills, 99–102
positive interdependence
applicability of, 43
in the classroom, 14
concepts of, 4–5, 28, 39–42, 81
encouragement of, 10, 81
global education and, 17, 136–37
individual accountability and, 5
Jigsaw II technique, 50
Magic Sentences activity, 99–100
promotion of, 52
STAD technique, 50
poster project, 165–67, 169, 171, 172
postsecondary students. See university students
practicing the model phase, 157, 165–69
primary school students
Cooperative Integrated Reading and Composition (CIRC) technique, 15
cooperative learning and, 6, 49–51
individual accountability, 5
Lebanese narrative. See Lebanese cooperative learning narrative
multilingual kindergarten narrative. See kindergarten narrative
socialization needs, 49
Prince Charming role playing, 107–8
private speech, 23
process approach to writing instruction, 27, 115
processing group interactions, 28–29, 37–38
production
definition, 18
modes of studying and, 21
simultaneity principle, 21
proficiency level of students, 12, 22, 33, 58, 71, 156
racial relations, 9
ranking activities, 65
Reader’s Theater. See Story Theater technique
reading instruction
cooperative learning use, 52
Five Friends activity, The, 100–102
Jigsaw II technique, 83–86
Magic Sentences activity, 99–100
Numbered Heads Together technique, 126–27
Paraphrase Passport technique, 127
Pine Ridge Secondary School narrative, 99–102
Singapore cooperative learning narrative, 126–27
Story Theater technique, 161–62
See also integrated skills activities
reading recovery program, 58
recall and review, 116
recreation therapy, 153–54
reporter role, 41
required information exchange, 10
resource interdependence, positive, 41, 81, 100–102
review of previous lessons, 116
reward interdependence, positive, 28, 40–41, 99–102
role interdependence, positive, 41, 81, 99–102
role-playing situations, 42
RoundRobin technique, 43, 190
RoundTable technique, 43, 86–87, 122, 191
Same Game activity, 191
Sam’s Diary activity, 66–67, 191
scaffolding, 12, 63, 71, 178
ScattergoriesTM, 121
schemas, 10
scribe role, 41
secondary school students
in Canada. See Pine Ridge Secondary School narrative
cooperative learning and, 6, 51–52
individual accountability, 5
in Singapore. See Singapore cooperative learning narrative
self-esteem, 6, 128
self-initiative, 16
semiotic mediation, 11
Sequential RoundTable technique, 87. See also RoundTable technique
Sharan, Yael, 6
Shared Story Box activity, 64, 192
Silent Celebration technique, 192
Simeon and Nadine, 95
simulation activities, 42
simultaneity principle, 21
Simultaneous RoundTable technique, 122. See also RoundTable technique
Singapore cooperative learning narrative
background, 51–52, 113–14
classroom practices, 118–19
classroom structure, 117
collaborative skills, teaching, 119–20
cooperative learning implementation, 114–17
examination preparation, 128–29
group management, 118–19
oral language activities, 128–29
reading instruction, 126–27
teacher collaboration, 129–30
writing instruction, 121–26
Singapore ethnic groups, 113
Singapore secondary school education, 113
Slavin, Robert, 76
social interactions, 19, 72, 153–54, 172–73
social learning strategies, 25
social psychology, 9–10
social skills development, 59, 119, 153–54
sociocultural theory, 22–23, 56
sociolinguistic competence, 19, 24, 178
sorting and ranking activities, 65
Southern Illinois University program. See Intensive English Program
speaking activities. See oral language activities
speech acts, 21
sponge activities, 164
Spot the Difference technique, 9–10, 192
STAD. See Student Teams-Achievement Divisions (STAD) technique
status issues
equal opportunities for success, 80, 81, 89
equal participation, 103, 120, 141–42
equal status promotion, 9, 10, 33–34
Stay-Stray technique, 125–26, 193
Steinem, Gloria, 137
Story Theater technique, 54, 155, 157, 161, 165–69, 170–71, 193
strategic competence, 24
stress and anxiety, 27, 66, 76, 79
Strip Stories technique, 9–10, 194
student-centered education, 12, 24–25, 89, 135
students
adjustment to cooperative learning, 31, 36, 167–68
anxiety of, 27, 66, 76, 79
attitudes toward teaching methods, 27, 52, 149, 164
difficult students, 124–25, 147
expectations of, 57
individual identities, 69–70, 71
intelligences, multiple, 25
learner autonomy, 26–27
learning styles of, 24–25, 166–67
motivation of, 28, 33, 40–41, 78
proficiency level of, 12, 22, 33, 58, 71, 156
rapport with teachers, 135–36, 159
self-evaluation, 148, 163
support for, 56
tasks, orientation to, 23
student-student interactions, 4, 27, 97–98, 142
Student Teams-Achievement Divisions (STAD) technique
components of, 78
implementation of, 76–79, 82–83
materials development, 82
process for, 14, 192–93
rewards for team, 14, 50, 78, 89
teacher instruction in, 31
subject-specific techniques, 89
Suggestopedia, 75
summary writing, 127
SUMMER technique, 188. See also MURDER technique
syntactic processing of language, 20
taperecorded readings, 165, 168–69
tasks
modeling, 63, 93, 145
orientation to, 23
structure of, 24
teacher-fronted classrooms
attitudes toward, 27, 52, 72
content-based instruction, 24
cooperative learning in, 31, 46
cooperative learning versus, 38–39
language functions, variety of, 21
quantity of student talk in, 21
reinforcement in, 14
self-initiative versus, 16
students’ preference for, 27
teachers
belief systems of, 45
collaboration of, 30–31, 43–46, 54, 129–30, 173–74
evaluation of, 149
intervention of, 39, 70, 140, 163
mentoring system, 130, 173–74
perceptions of parents, 57–58
professional development, 74–77, 179
rapport with students, 135–36, 159
roles of, 9, 10, 38–39, 70, 71, 145–46, 154, 157, 162, 166–67, 169
schedule of, 174
teacher-selected groups, 32, 33
Teachers’ Network, 113, 131
teaching-learning gap, 116
teaching the model phase, 157–65
Team Assisted Individualization (TAI), 76
team-building activities
examples of, 86–87, 96–97, 139–40
importance of, 28–29, 53, 136
purpose of, 50–51
Teams Games Tournament technique, 76, 194
Team Then Teacher (TTT), 39
techniques and activities, 63, 89, 181–82. See also specific techniques and activities
tertiary-level students. See university students
theme-based instruction, 23–24
thinking skills promotion, 51, 126
Think-Pair-Share technique, 98–99, 103–5, 115–16, 122, 194–95
Timed-Pair-Share technique, 35, 195
timekeeper role, 41
Total Physical Response, 75
translation of teachers’ explanations, 59, 60
TTT (Team Then Teacher), 39
turn-taking skills, 61, 66
unconscious competence, 131, 136
unconscious incompetence, 131
understandability of language, 20
Universal Stories activity, 66, 195
university students
attitudes toward teaching methods, 52
collaborative learning benefits, 6
cooperative learning use, 52–54
individual accountability, 5
Japanese students. See Japanese university narrative
modes of studying, 21
Southern Illinois University program. See Intensive English Program
videotaped interactions, 55, 60, 172
videotaped practice sessions, 150
Vietnamese students grouping response, 22, 26
Vygotsky, Lev S., 10, 11–12, 22
weeksheets, 173
whole-class identity, 61, 68–69
Wh-questions, 160
word clines, 121–22
workshops on cooperative learning, 74–75, 76–77, 92, 114–15, 131, 173–74
Write-Pair-Share technique, 115–16. See also Think-Pair-Share technique
Write-Pair-Square technique, 32, 157–58. See also Think-Pair-Share technique
Write-Pair-Switch technique. See Think-Pair-Share technique
writing instruction
computer use, 124
cooperative learning use, 52
Five Friends activity, The, 100–102
group compositions, 125–26
kindergarten narrative, 66–67
Magic Sentences activity, 99–100
Pine Ridge Secondary School narrative, 99–102
process approach to, 27, 115
Sam’s Diary activity, 66–67
Singapore cooperative learning narrative, 121–26
Stay-Stray technique, 125–26
Think-Pair-Share technique, 115–16, 122
See also integrated skills activities
You Be the Judge! activity, 107–8, 195–96
Zero-Noise Signal, 86
zone of proximal development (ZPD), 11–12, 22