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A 5 page paper. Cooperative learning has been found to enhance and increase performance in many different areas, including thinking. In this paper, the writer discuses how cooperative learning improves higher level thinking skills. Bibliography lists 5 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGclthn.rtf
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Unformatted sample text from the term paper:
branch may then have any number of limbs that would extend the persons thinking on a particular topic. As a simple example, we can look at the rule of having
only one person speak at a time in a classroom. That would be the branch. Everything the person learns that is related to this tenet would become limbs off that
branch. The limbs may be the reasons, for example, only one person speaks at a time is the main issue, the reason is that everyone can hear the speaker when
only one person is speaking at a time. The more complex the issue, the more limbs there would be attached to the branch. Now, each of those branches and limbs
represents a thinking path and all of the thinking paths can be considered the thinking bank. These are phrases and analogies that help people understand how thinking is enhanced (See
Chapter 9, McCahe and Rhoades, 1990). The group process that is used in cooperative learning lessons asks students to discuss certain issues and questions. Each student may
have a different set of thinking paths and when they share them, the other group members then know these different ways of thinking. Because the act or process of thinking
is so complex in and of itself, it is helpful to create visions that make it simpler to understand. Feurestein talked about "mediated learning experiences through which the mediator
shares alternative thinking paths to enhance and expand a students internal dialog" (McCabe and Rhoades, 1990, p. 204). Feuresteins studies provided direct evidence that intelligence and thinking can be mediated
and enhanced (Feurestein, 1980). Thus, as students are able to hear how peers thought about the problem, they gain alternative ways of thinking, i.e., more thinking paths. The group process
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