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Topic: co-operative learning
Replies: 10   Last Post: Jul 3, 1995 1:07 PM

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Linda Coutts

Posts: 11
Registered: 12/6/04
Re: co-operative learning
Posted: Jun 28, 1995 9:56 AM
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YOu've brought up some important points regarding teacher decision making.
There is no ONE perfect way! Teachers must decide with each lesson which
is the best way they can structure an opportunity for student to learn.
There is a time and a place for "lecture" or rather a verbal telling or
sharing of information. Lecture, in our society, has come to mean a dry
boring telling of information. Lectures do not have to be dry dull and
boring. In fact, I have attended some rather interesting lectures. I
would probably say that I haven't given too many interesting lectures


Linda Coutts e-mail address:
Coordinator Elementary Mathematics
Columbia Public Schools Voice: (314) 886-2233
1206 E. Walnut St FAX: (314) 886-2078
Columbia, MO 65201

On Wed, 28 Jun 1995 wrote:

> I agree with those who say cooperative learning strategies are wonderful
> teaching techniques, but if used constantly for every lesson, they also lose
> their allure. In education, we always seem to be searching for the panacea.
> When planning a lesson, I think it is the responsibility of the teacher to
> decide which method best addresses the objectives of the lesson. Today I
> might want the students to work in pairs; tomorrow I may have to lecture for
> awhile and then have students work independently. On the next two or three
> days, the students may work in their cooperative groups to solve some
> challenging problems.
> I also agree that students won't always like interactive teaching, but that's
> not a good reason to skip it. Once when I was covering for another teacher
> and we were doing a lesson which required all students to participate
> independently and in pairs, a student asked when the regular teacher was
> coming back. He said he was anxious for that because the regular teacher
> just lectured and gave the assignment. He said it was so much easier because
> he *didn't have to think.* This was in an advanced algebra class, but I've
> had the same type of response working with primary students.
> Tonya
> K-12 Iowa

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