Designing Groupwork: Strategies for the Heterogeneous Classroom

Cohen, Elizabeth G.

ISBN 10: 0807764205 / ISBN 13: 9780807764206

Published by Teachers' College Press, 2014

About this Item

2014. 3rd Edition. hardcover. . . . . . Books ship from the US and Ireland.

Seller Inventory # V9780807764206

Bibliographic Details

• Title: Designing Groupwork: Strategies for the Heterogeneous Classroom
• Publisher: Teachers' College Press
• Publication Date: 2014
• Language: English
• ISBN 10: 0807764205
• ISBN 13: 9780807764206
• Binding: Hardcover
• Edition: 3rd Edition
• Condition: New

About this title

Synopsis

"Designing Groupwork has earned its place in the library of anyone seeking to create high-achieving, equitable classrooms." ―Horace (of second edition)

Learn how to use cooperative learning to build equitable classrooms.

As teachers today work in ever more challenging contexts, groupwork remains a particularly effective pedagogical strategy. Based on years of research and teaching experience, this popular book features significant updates on the successful use of cooperative learning to build equitable classrooms. Designing Groupwork, Third Edition incorporates current research findings with new material on what makes for a groupworthy task, and shows how groupwork contributes to growth and development in the language of instruction. Responding to new curriculum standards and assessments across all grade levels and subject areas, this edition shows teachers how to organize their classroom so that all students participate actively.

This valuable and sensible resource is essential reading for educators at both the elementary and secondary levels, for teachers in training, and for anyone working in the field of education.

Book Features:

• Easy-to-follow examples and research-based teaching strategies.
• The advantages and dilemmas of using groupwork in academically and linguistically diverse classrooms.
• Step-by-step approaches to successful planning, implementation, and evaluation of groupwork activities.
• Research findings from the work of the Program for Complex Instruction at Stanford University and other scholarly studies.

About the Author

Elizabeth G. Cohen was a professor of education and sociology at the School of Education, Stanford University. Rachel A. Lotan is professor and director of the Stanford Teacher Education Program, Stanford University, Graduate School of Education.