Sentence examples for cooperative group work from inspiring English sources

The present study sought to compare the effects of training teachers in specific communication skills designed to promote thinking and scaffold learning on teachers' and students' verbal behaviours during cooperative group work.

The results show that when teachers are trained to use specific communication skills during cooperative learning (cooperative-interactional condition) they engage in more mediated-learning interactions, ask more questions, and make fewer disciplinary comments than teachers who have been trained to implement cooperative group work only (cooperative condition).

These aspirations may correspond to increased motivation to succeed, increased past success with school, and higher than average standardized test scores, but also less positive traits such as a highly competitive attitude that hinders cooperative group work and a fear of new classroom methods that they perceive as likely to interfere with their proven ability to succeed in traditional classrooms.

Cooperative group work is usually considered in the context of student learning, but the benefits of this approach apply to faculty as well.

Cooperative group work within the classroom has been shown to increase student achievement as well as promote a more positive attitude toward the subject being studied (Springer et al., 1999).

A clear need exists for future efforts to focus more attention on the development of effective ways to evaluate progress toward these outcomes, to define ways to establish students' incoming level of familiarity with cooperative group work, and to build university-wide support for such projects.

In our cooperative sections, group work was always followed by instructor-facilitated explanation.

Our findings are explored with regards to distinctions and similarities between co-located and distributed events, participant well-being and pastoral care, and the capacity of technologies to mediate complex combinations of cooperative and competitive group work.

The study involved 51 teachers in three conditions (cooperative + communication conditions; cooperative condition, group-work condition) and two groups of students from each of the above teachers' classes.

Group work and cooperative learning is often assumed to include more than two students, but usually no more than six.

If one protection device fails in harsh outside environment in all aspects of sampling, logic judgment, communication, the surviving device can form cooperative group and temporarily replaced the work of faulty device initiatively by overwriting vacant calculation module from mirroring storage.