Learning in Teams
The amount of student learning and personal development that
occurs in a classroom is directly proportional to the quality and quantity of student
involvement in the educational program (Cooper and Prescott, 1989). Descriptive research
indicates that teachers typically dominate classroom conversation, consuming nearly 70
percent of classroom time. A large portion of this teacher talk consists of lectures and
directives. Such an educational environment results in learners assuming passive roles and
relying mainly on auditory skills, a limited dimension of the intellect. ETE modules
diminish teacher talk. By teaming students with one another, students have frequent
opportunities to talk as they construct knowledge themselves in the course of solving a
problem. Thus, students may use more of their intellect in ETE than they use during
traditional instruction.
Helping Teams Function Smoothly
Roles for Individual Team Members
References
Cooper, J., & Prescott, S. (1989, March). Cooperative
learning: kids helping kids, teachers helping teachers. Materials packet for Higher
Education component of AACTE Symposium. (ERIC Document Reproduction Service No. ED 310
067)
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Last updated January 11, 1999