EDUCATIONAL PSYCHOLOGY

Chapter 15 page 360 Assigning individual grades. A thorny issue for teachers and students is whether and, if so, how to assign i ...

Chapter 15 page 361 into the project than if it were not graded. On the negative side are Cohen’s concerned that grading product ...

Chapter 15 page 362 cooperation, students are provided with clear guidelines for questions to ask each other as they work in pai ...

Chapter 15 page 363 Figure 15.2: The PALS procedure in the Fuchs et al. (1997) study. <This diagram provides a very rough ske ...

Chapter 15 page 364 engage in high-level comprehension strategies. To do this, students read a passage within a chapter and then ...

Chapter 15 page 365 Figure 15.4: Lesson-based and Experience-based question stems This figure shows the cue cards that were give ...

Chapter 15 page 366 filled in with questions about what happened in the story, such as “How did Timmy feel when he opened the do ...

Chapter 15 page 367 How guided cooperation promotes core processes. Guided cooperation methods (including scripted cooperation, ...

Chapter 15 page 368 These tasks differ markedly from more traditional teacher and text activities. They also differ from the scr ...

Chapter 15 page 369 Figure 15.5 Characteristics of complex tasks that promote core processes of effective collaborative learning ...

Chapter 15 page 370 motivating, which enhances engagement. To that end, all group members must work together to complete complex ...

Chapter 15 page 371 #4 is an interesting task that raises the same philosophical issues as in #2 and thus encourages some of the ...

Chapter 15 page 372 Researchers have found that students learning in classrooms with Group Investigation outperform control grou ...

Chapter 15 page 373 Figure 15.7: Group Planning Form, Group Investigation. [This is filled out in handwriting.] This form has be ...

Chapter 15 page 374 Figure 15.8: Jigsaw. This diagram shows how jigsaw works. Step 1. Initial groups are formed. Each group beco ...

Chapter 15 page 375 The example above shows how a jigsaw format is used to solve a problem. There are other applications of jigs ...

Chapter 15 page 376 discuss their own points of view, and the group is directed to reach consensus on the position that is best ...

Chapter 15 page 377 Preteaching needed knowledge and strategies. One option is to teach students essential background knowledge ...

Chapter 15 page 378 King (1991) taught fifth graders to solve a variety of prompts problems using the cognitive prompts, as illu ...

Chapter 15 page 379 Figure 15.12: Cognitive Prompts for Evaluating Sources of Historical Documents Document: Who: Position: How ...