Empowering Students through Collaborative Learning Strategies.

Autor/in	Agatucci, Cora
Titel	Empowering Students through Collaborative Learning Strategies.
Quelle	(1989), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Environment; Cultural Awareness; Grouping (Instructional Purposes); Higher Education; Learning Strategies; Multicultural Education; Peer Influence; Student Centered Curriculum; Teacher Influence; Teacher Student Relationship; Teaching Methods; Writing Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Cultural identity; Kulturelle Identität; Grouping; Gruppenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Multikulturelle Erziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht
Abstract	Collaborative learning strategies can be especially effective in empowering first-year, culturally diverse students to integrate successfully into academic culture. Programs such as San Diego University's Intensive Learning Experience (ILE) link English and study skills instruction to specific general education courses, such as Cultural Geography or History of Western Civilization, creating a supportive learning community that bridges high school and college. Student-centered classrooms, based on cooperation and community through collaborative learning, take the inherent tensions in the academy (tensions between academic and student cultures, between teachers' roles as student advocates/collaborators and as institutional authorities/evaluators, etc.) and make them productive for the student, teacher, and the institution itself. Collaborative learning strategies encourage students to play an active, meaningful role in their education, and present reading and writing as social as well as intellectual activities. One example of a collaborative learning activity is peer response or critique groups. Academic concepts become meaningful in interactions with student ideas and experiences through carefully designed work group and writing activities that value diverse contributions to this interaction. Students can establish supportive peer networks of students working together to negotiate difficult affective as well as cognitive transactions among the multiple communities in which they move. (Thirty-six references are appended.) (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC