You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
TRAINING TEACHERS FOR COOPERATIVE LEARNING / סדנת מורים לפיתוח מיומנויות הלמידה השיתופית
יעל שרן and YAEL SHARAN
Studies in Education / עיונים בחינוך
H. 51/52 (טבת תש"ן / דצמבר 1989), pp. 73-86
Published by: University of Haifa / אוניברסיטת חיפה
Stable URL: http://www.jstor.org/stable/23394289
Page Count: 14
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Cooperative learning differs considerably in theory and practice from traditional whole-class instruction and requires a different approach to teacher training. Prospective teachers of cooperative learning must make independent decisions as to how to balance cooperative behavior with academic skills and goals. Their training, therefore, should focus on developing skills for organizing cooperative learning, as well as skills for analyzing and evaluating lessons in terms of their effect on children's cooperative behavior and academic learning. Kolb's experiential-learning model is particularly appropriate for such training. Kolb presents a "holistic integrative perspective on learning that combines experience, perception, cognition and behavior". Within the experiential-learning model, concrete experience is the catalyst for learning. Learners participate in activities that serve as the basis for observation of the process of cooperative learning. Instead of learning about a cooperative classroom, the teachers create one for themselves. They must then be able to stand back and observe this experience and reflect on its personal and professional significance. Their reflections are organized into general principles about cooperative learning. The teachers develop a conceptual framework that forms the basis for decision making, problem solving, and planning in their classrooms. By following the stages of the experiential-learning model, teachers become active participants in the process of acquiring cooperative learning skills and concepts. The workshop is particularly effective if attended by several teachers from the same school.
Studies in Education / עיונים בחינוך © 1989 University of Haifa / אוניברסיטת חיפה