Designing Groupwork. Strategies for the Heterogeneous Classroom. Third Edition. A New Edition by. Elizabeth G. Cohen & Rachel A.

Transcription

1 Designing Groupwork Strategies for the Heterogeneous Classroom Third Edition A New Edition by Elizabeth G. Cohen & Rachel A. Lotan Forewords by Linda Darling-Hammond and John I. Goodlad Teachers College, Columbia University New York and London

2 Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY Copyright 2014 by Teachers College, Columbia University All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. Library of Congress Cataloging-in-Publication Data Cohen, Elizabeth G., Designing groupwork : strategies for the heterogeneous classroom / Elizabeth G. Cohen & Rachel A. Lotan ; foreword by Linda Darling-Hammond. Third edition. pages cm Includes bibliographical references and index. ISBN (pbk. : alk. paper) ISBN (ebook) 1. Group work in education. 2. Interaction analysis in education. I. Title. LB1032.C dc ISBN (paper) ISBN (ebook) Printed on acid-free paper Manufactured in the United States of America

3 Contents Foreword to the Third Edition by Linda Darling-Hammond Foreword to the Second Edition by John I. Goodlad Acknowledgments Preface to the Third Edition ix xii xv xvi 1. Groupwork as a Pedagogical Strategy 1 What Is Groupwork? 1 The Power of Principles 3 Use of Research 4 How True Are the Principles? 5 2. Why Groupwork? 6 Intellectual Goals 6 Social Goals 18 Improving Classroom Management 20 Promoting Equity in Heterogeneous Classrooms The Dilemma of Groupwork 24 Behavior of Task-Oriented Groups 28 Expectations and the Self-Fulfilling Prophecy 34 Educational Disadvantages of Dominance and Inequality 38 v

4 vi Contents 4. Preparing Students for Cooperation 41 Getting Students Ready for Groupwork 42 Cooperation and Antisocial Behavior 57 Norms as a Practical Classroom Tool Planning Groupwork in Stages 62 Structures for Working Together 62 Designing the Task 68 Setting the Stage 70 Assessment of Learning and for Learning 79 A Note About Time Crafting Groupworthy Learning Tasks 85 Rachel A. Lotan Open-Ended, Uncertain Tasks 86 Multiple Entry Points and Demonstrations of Competence 88 Discipline-Based, Intellectually Important Content 91 Positive Interdependence and Individual Accountability 92 Evaluation Criteria for Group Product and Individual Report 93 Instructions to the Group Task 94 A Note About Time Groupwork and Language Development 98 Rachel A. Lotan Perspectives on Language in Equitable Classrooms 98 Language Demands and Affordances in Groupwork Group Roles and Responsibilities 113 Efficient and Effective Groups 115 How Roles 116

5 Contents vii Dividing the Labor 121 Assigning Roles 123 Developing Roles 125 Long-Term Projects The Teacher s Role: Letting Go and Teaming Up 130 Delegating Authority 131 Working as a Team Treating Expectations for Competence 143 From Low Status to Intellectual Resource 144 Expectation Training: Evidence from Research 146 The Multiple-Ability Strategy 148 Assigning Competence to Low-Status Students Evaluating Groupwork in Your Classroom 161 Tools for Evaluation 164 Reflecting on Groupwork Groupwork in the Bilingual Classroom 179 Elizabeth Cohen Oral Proficiency 180 Grade-Level Curriculum in Heterogeneous Settings 184 Finding Out 185 Conclusion 191 Appendix A: Cooperative Training Exercises 193 Making Students Sensitive to Needs of Others in a Group 193 Broken Circles 193 Jigsaw Puzzles 197

6 viii Contents Master Designer 198 Guess My Rule 200 Rainbow Logic 203 Preparing Students for Groupwork That Features Group Discussion 206 Epstein s Four-Stage Rocket 206 Improving Group Process Skills 208 Sample Discussion Tasks 209 Spaceship 209 Alligator River 210 Teacher-Led Discussion and Student Practice 211 Communication Worksheet 213 Appendix B: Tools for Groupwork Evaluation 215 Sample Student Questionnaire 215 Guide to Analyzing the Student Questionnaire 217 References 220 Index 231 About the Authors 238