Download PDF Designing Groupwork: Strategies for the Heterogeneous Classroom, Third Edition, by Elizabeth G. Cohen, Rachel A. Lotan
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Designing Groupwork: Strategies for the Heterogeneous Classroom, Third Edition, by Elizabeth G. Cohen, Rachel A. Lotan
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''One of the most useful and well-researched books on the topic. One of the best resources for teachers seeking to build communities of learners within their classroom walls. Designing Groupwork has earned its place in the library of anyone seeking to create high-achieving, equitable classrooms.''
--Horace (of second edition)
As teachers today work in ever more challenging contexts, groupwork remains a particularly effective pedagogical strategy. Based on years of research and teaching experience, the new edition of 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.
- Sales Rank: #153879 in Books
- Brand: imusti
- Published on: 2014-07-18
- Original language: English
- Number of items: 1
- Dimensions: 9.01" h x .56" w x 6.12" l, .0 pounds
- Binding: Paperback
- 240 pages
- Teachers College Press
About the Author
Elizabeth G. Cohen was a professor of education and sociology at the School of Education, Stanford University. Rachel Lotan is professor and director of the Stanford Teacher Education Program, Stanford University, Graduate School of Education.
Most helpful customer reviews
6 of 6 people found the following review helpful.
This book is an investment, not a purchase.
By Paul Alex Prince III
Rows of students dutifully facing the lectern while the teacher expounds is so last century, and this short book can help guide you to a better way.
Noted Education scholar Linda Darling-Hammond, in a back cover comment on Cohen and Lotan’s book, claims, “I have no doubt that this important book will be of enormous practical value, while it offers solid theoretical insights and well-documented empirical evidence as well.” Darling-Hammond’s assertion proves accurate – the purpose of the book is largely practical. It is designed as a how-to manual for instructors who are already sold on the idea of implementing group-centered learning in the classroom, and while the authors certainly devote some time and attention to the theoretical background in support of the practice and its implementation, the main goal of the book is to provide direct instruction to those who are adopting the methods it describes.
In chapter one, Cohen and Lotan define groupwork as “students working together in a group small enough so that everyone can participate on a clearly assigned learning task” and in which “students are expected to carry out their task without direct and immediate supervision of the teacher” (p. 1). The authors also take time to establish their credibility by reviewing their extensive background in the field of complex instruction.
Chapter two explores the positive impact of groupwork in meeting intellectual, social, and classroom management goals, as well as in promoting equity in heterogeneous classrooms. The authors directly compare traditional direct instructional approaches to the ones promoted in the book, showing how groupwork produces a better learning experience.
In chapter three, Cohen and Lotan acknowledge some of the pitfalls and challenges inherent to implementing groupwork. They explore the various dynamics that are created when students work together, especially students of varying abilities and from different cultural or socio-economic backgrounds. The authors admit, “Although groupwork is attractive for sound educational reasons, it can activate status problems within small groups” (p. 40), problems they address with specific suggestions in the chapters that follow.
Chapter four focuses on the reality that “it is a mistake to assume that children, adolescents, or adults know how to work with each other in a constructive collegial fashion” (p. 41). The authors offer a number of specific ideas and tools for preparing students for groupwork – exercises, games, activities that the authors call “skillbuilders” (p. 43). The skillbuilders are designed to reveal the needs and strengths of individual teams and team members, teach specific cooperative behaviors, and raise the level of intellectual discourse for all participants.
Chapters five and six tackle the issues of planning, designing, and assessing groupwork (both for teams and for individuals), offering specific strategies for composing balanced groups and creating groupworthy learning tasks. Cohen and Lotan define a groupworthy task as one that “provides opportunities for students to access the instructions and the information required to engage in task, facilitates equal-status participation, and allows students to demonstrate the multiple intellectual abilities and the different academic and social skills they use to complete the task successfully” (p. 85).
Chapter seven is devoted to an examination of the positive impact of complex instruction and cooperative learning on language development, while chapter eight delves into the specific roles of both the students and teachers in such an environment. The latter also offers suggestions on the division of labor and the assigning of roles, as well as on using students to develop other students to become active participants.
In chapter nine, the authors talk more about the teacher’s role in the cooperative learning environment and provide a number of specific recommendations on the issues of delegating authority, developing systems for managing groups and the product they deliver, handling conflict, and holding students accountable. The authors warn in this chapter that allowing students the freedom to explore on their own creates an unexpected challenge for the teacher. “Delegating authority,” they advise, “does not mean that you are abdicating your role and your responsibilities” (p. 134). They also warn, however, against the instinct to hover, admitting that there is a delicate balance between being too involved and not involved enough (p. 135).
In chapter ten, Cohen and Lotan return to the dilemma covered in chapter three – how to deal with variation in social and intellectual status among team members. In this chapter, the authors provide specific strategies teachers can use to ensure that high-status students do not dominate groups and that high expectations are created for all group members regarding the active participation of those students perceived by themselves and others as low status team members.
Chapter eleven addresses the specific challenges of assessing the work of groups, where the authors provide a number of specific approaches, methods, and tools for successful assessment (e.g. direct observation, student self-evaluation / reflection, questionnaires, etc.). Chapter twelve focuses on groupwork in bilingual classrooms; and, finally, the appendices offer a wide and varied collection of resources and tools for establishing a cooperative learning classroom and for evaluating the results of groupwork.
It is hard to argue that there is but one way to educate children and young adults. Cohen and Lotan build, however, a compelling case in favor of the more complex instructional approach offered by cooperative learning and groupwork, then proint the way to such an environment with well-researched guidance and practical tools.
So... yeah. Invest in this book.
2 of 2 people found the following review helpful.
Highly recommended read for teachers and educational researchers interested in equity
By Rose
Great piece of writing on tips and strategies for overcoming status differences in classrooms and approaching learning in a collaborative sense, where students can struggle to improve on higher concepts collectively and build respect for their peers. It's an easy read and an important approach for teachers to consider in their classrooms on both an intellectual and socio-emotional level.
3 of 3 people found the following review helpful.
this book could really be useful. It addresses the social emotional learning aspects of ...
By Gabrielle Marquette
This book should get more attention. It is not a book about managing groups but it addresses the underlying issues that impact management of groups. With the implementation of the common core standards and the need for new skills in the 21st century, this book could really be useful. It addresses the social emotional learning aspects of group work that are so important to productivity. Anyone doing project based learning should definitely read this book.
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