Student TeamsAchievement Divisions (STAD) A cooperative learning method for mixedability groupings involving team recognition and group

responsibility for individual learning.

Student Teams-Achievement Divisions (STAD) In Student Teams-Achievement Divisions (STAD) (Slavin !""#a) students are assigned to four-member learning teams that are mixed in performance level gender and ethnicity. The teacher presents a lesson and then students $or% $ithin their teams to ma%e sure that all team members have mastered the lesson. &inally all students ta%e individual 'ui((es on the material at $hich time they may not help one another. Students) 'ui( scores are compared to their o$n past averages and points are a$arded on the basis of the degree to $hich students meet or exceed their o$n earlier performance. These points are then summed to form team scores and teams that meet certain criteria may earn certificates or other re$ards. In a related method called Teams-*amesTournaments (T*T) students play games $ith members of other teams to add points to their team scores. STAD and T*T have been used in a $ide variety of sub+ects from mathematics to language arts to social studies and have been used from second grade through college. The STAD method is most appropriate for teaching $ell-defined ob+ectives $ith single right ans$ers such as mathematical computations and applications language usage and mechanics geography and map s%ills and science facts and concepts. ,o$ever it can easily be adapted for use $ith less $ell-defined ob+ectives by incorporating more open-ended assessments such as essays or performances. Cooperative Integrated Reading and Composition (CIRC) .ooperative Integrated /eading and .omposition (.I/.) (Stevens 0 Slavin !""1a) is a comprehensive program for teaching reading and $riting in the upper elementary grades. Students $or% in four-member cooperative learning teams. They engage in a series of activities $ith one another including reading to one another ma%ing predictions about ho$ narrative stories $ill come out summari(ing stories to one another $riting responses to stories and practicing spelling decoding and vocabulary. They also $or% together to master main ideas and other comprehension s%ills. During language arts periods students engage in $riting drafts revising and editing one another)s $or% and preparing for publication of team boo%s. Three studies of the .I/. program have found positive effects on students) reading s%ills including improved scores on standardi(ed reading and language tests (Stevens et al. !"23- Stevens 0 Slavin !""! !""1a).

Cooperative Integrated Reading and Composition (CIRC) A comprehensive program for teaching reading and $riting in the upper elementary grades- students $or% in four-member cooperative learning teams.

Jigsaw A cooperative learning model in $hich students are assigned to sixmember teams to $or% on academic material that has been bro%en do$n into sections for each member.

Jigsaw In 4igsa$ (Aronson 5laney Stephen Si%es 0 Snapp !"32) students are assigned to six member teams to $or% on academic material that has been bro%en do$n into sections. &or example a biography might be divided into early life first accomplishments ma+or setbac%s later life and impact on history. 6ach team member reads his or her section. 7ext members of different teams $ho have studied the same sections meet in expert groups to discuss their sections. Then the students return to their teams and ta%e turns teaching their teammates about their sections. Since the only $ay students can learn sections other than their o$n is to listen carefully to their teammates they are motivated to support and sho$ interest in one another)s $or%. In a modification of this approach called 4igsa$ II (Slavin !""#a) students $or% in four- or five-member teams as in STAD. Instead of each student being assigned a uni'ue section all students read a common text such as a boo% chapter a short story or a biography. ,o$ever each student receives a topic on $hich to become an expert. Students $ith the same topics meet in expert groups to discuss them after $hich they return to their teams to teach $hat they have learned to their teammates. The students ta%e individual 'ui((es $hich result in team scores as in STAD. Learning Together 8earning Together a model of cooperative learning developed by David 4ohnson and /oger 4ohnson (!""") involves students $or%ing in four- or fivemember heterogeneous groups on assignments. The groups hand in a single completed assignment and receive praise and re$ards based on the group product. This method emphasi(es team-building activities before students begin $or%ing together and regular discussions $ithin groups about ho$ $ell they are $or%ing together. Group Investigation *roup Investigation (Sharan 0 Sharan !""9) is a general classroom organi(ation plan in $hich students $or% in small groups using cooperative in'uiry group discussion and cooperative planning and pro+ects. In this method students form their o$n t$o- to six-member groups. After choosing subtopics from a unit that the entire class is studying the groups brea% their subtopics into individual tas%s and carry out the activities that are necessary to prepare group reports. 6ach group then ma%es a presentation or display to communicate its findings to the entire class.

Learning Together A cooperative learning model in $hich students in four- or five-member heterogeneous groups $or% together on assignments

Group Investigation A cooperative learning model in $hich students $or% in small groups using cooperative in'uiry group discussion and cooperative planning and pro+ects and then ma%e presentations to the $hole class on their findings.

Cooperative Scripting A study method in $hich students $or% in pairs and ta%e turns orally summari(ing sections of material to be learned.

Cooperative Scripting :any students find it helpful to get together $ith classmates to discuss material they have read or heard in class. A formali(ation of this age-old practice has been researched by Dansereau (!"21) and his colleagues. In it students $or% in pairs and ta%e turns summari(ing sections of the material for one another. ;hile one student summari(es the other listens and corrects any errors or omissions. Then the t$o students s$itch roles continuing in this manner until they have covered all the material to be learned. A series of studies of this cooperative scripting method has consistently found that students $ho study this $ay learn and retain far more than students $ho summari(e on their o$n or $ho simply read the material (7e$bern Dansereau <atterson 0 ;allace !""#). It is interesting that $hile both participants in the cooperative pairs gain from the activity the larger gains are seen in the sections that students teach to their partners rather than in those for $hich they serve as listeners (Spurlin Dansereau 8arson 0 5roo%s !"2#). :ore recent studies of various forms of peer tutoring find similar results (&uchs 0 &uchs !""3- =ing !""3 !""2).