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Essay / Research Paper Abstract
This 8 page paper discusses a number of theorists, including Piaget, Dewey, Vygotsky, Bandura, Lave, Pask and Smith. The purpose of the discussion is to set up the rationale for using cooperative learning when teaching reading and writing to students with learning disabilities. The writer also offers comments regarding the behaviorist approach as promoted by Skinner. Two examples of cooperative activities to enhance reading and writing skills are included. bibliography lists 11 sources.
Page Count:
8 pages (~225 words per page)
File: MM12_PGclldrd.rtf
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what cooperative learning provides - an accepted way of talking with each other, with helping each other. Cooperative learning is about social skills and learning in small groups where group
members work together to complete an assignment, to study, and even to take a test. Research consistently demonstrates the higher achievement when students of any age and of any ability
level work together in cooperative learning groups. Dewey proposed a model of pragmatism in the educational system, one in which students worked together to solve problems (Halliburton, 1997). Dewy called
mastery activities "associated life" (Halliburton, 1997) and it is within this concept that we can find some of the foundations for the most popular instructional methodologies used today. Interestingly, the
idea of associated life actually precedes even Dewey going back to Benjamin Franklin who organized learning groups in order to pursue his own educational goals successfully. In fact, the idea
of learning groups can find its way back to Plato (Brufee, 1995). Deweys doctrine that "school is primarily a social institution" and that experience is education can be found at
the core of the cooperative learning movement (Brufee, 1995). This process, in fact, promotes constructive conversation and in that way, it has gone beyond Deweys premises (Brufee, 1995). In the
current processes used in cooperative classrooms, students work in small groups where they have the opportunity to construct knowledge as they discuss the problems and assignments together and as they
work towards answers and resolutions using consensus as their decision making mode (Brufee, 1995). Teachers set up the conditions for the students to maximize their learning opportunities which is similar
to the way in which Dewey saw teachers (Brufee, 1995). Piaget and Vygotsky both addressed the relationships between and among cognition, language and social life (Piaget, 1952; Vygotsky,
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