1. Important Methods to Facilitate deep
understanding and discussion in cooperative
groups
 Reciprocal Questioning  Jigsaw: different
 Discussion in groups members of a group
that use question stems responsible for in
that encourage depth understanding of
dialogue parts of knowledge.
 Ex. “What is an example Encourages
of…” interdependence .
 “What do you think
causes…”
Structured
 “How will you define …”
Controversies and
Debating

2. Guidelines
 Using Cooperative Learning
 Page 332 in Textbook.

3. Different COGNITIVE Theories favor
Cooperative Learning for different Reasons
 PIAGET
 VYGOTSKY
 IPMODEL

4. Cognitive Theories
The more the learner is
cognitively engaged the more
he/she is likely to learn.
 VYGOTSKY -The co-
 PIAGET - The construction of
Construction of knowledge – the
knowledge - conflict and internalization of socially
disequilibrium shared knowledge
IPMODEL – Group help
individual’s rehearse,
practice , expand
knoweldge Learner’s
Motivation

5. The Concept of Motivation
An internal state that arouses,
directs, and maintains behavior.
 INTRINSIC  EXTRINSIC
MOTIVATION MOTIVATION
 ASSOCIATED WITH  ASSOCIATED WITH
ACTIVITIES THAT EXTERNAL
ARE THEIR OWN FACTORS.
REWARD.

6. COGNITIVE APPROACHES TO
MOTIVATION
 Intrinsic motivation where behavior is
determined by our thinking.
 Active Learners who seek autonomy and self-
determination.

7. Learner Differences and
Learning Needs
CHDV

8. Learner’s differences
 The Concept of  Individual Differences
Intelligence and the Law

9. THE CONCEPT OF INTELLIGENCE
 DO PEOPLE VARY IN WHAT WE CALL
INTELLIGENCE? The Content of Intelligence
 The Stanford-Binet Test
THE NATURE-NURTURE DEBATE
Is intelligence due to heredity or environment?

10. Intelligence: One ability or many?
 Charles Spearman (1927)
 The most widely
 One mental attribute is accepted view of
responsible for intelligence today, is that
performance on all intelligence has many
cognitive and social facets and includes many
tasks. general abilities at the
 g-general intelligence
top and specific abilities
at he bottom.

11. Multiple Intelligence
 Gardner (1983) Guilford (1988)
(1) A theory of at least eight
multiple intelligences.
(2) A biopsychological concept.

12. Howard Gardner
 Logical-mathematical
 Linguistic
 Musical
 Spatial
 Bodily-kinesthetic
 Interpersonal
 Intrapersonal
 Naturalist
(Table 4.1, p.116)

13. Gardner
on Intelligence
 “ My work is very critical of what I call the “dipstick
theory”, which is the notion that everybody is born
with a certain amount of intelligence and it doesn’t
matter where or when you live, how much stuff you
have will show. I think we are built with different
kinds of potentials, and whether they get realized
depends on what’s available in society.”

14. INTELLIGENCE AS A PROCESS
 Rather than describing how individuals are different
in the CONTENT of intelligence, recent work
attempts to describe the thinking PROCESSES that
are common to all people.
 How do humans gather and use information to solve
problems and behave intelligently?

15. Robert Sternberg (2004)
TRIARCHIC THEORY OF INTELLIGENCE
 ANALYTIC
 INTELLIGENT
BEHAVIOR IS THE
PRODUCT OF  CREATIVE
APPLYING THINKING
STRATEGIES,
HADLING NEW
PROBLEMS
SUCCESSFULLY AND  PRACTICAL
ADAPTING BEHAVIOR
TO NEW CONTEXTS.

16. Educational Implications
 The Nature-Nurture Debate: INTELLIGENCE IS
A CURRENT STATE OF AFFAIRS AFFECTED BY
PAST EXPERIENCE AND OPEN TO FUTURE
CHANGES.
 Cognitive Skills are always improvable
 Intelligence Scores and Achievement :
ACADEMIC ACHIEVEMENT and LIFE
ACHIEVEMENT

17. ABILITY DIFFERENCES AND
TEACHING
 CLASS IS FORMED  CLASS IS FORMED
BASED ON ABILITY BASED ON
 TRACKING DIFFERENTIAL
 WITHIN-CLASS ABILITY
ABILITIES
GROUPING  UNTRACKING
The Issue of whether tracking is an effective strategy is
controversial
Strengths: (i)Average and high-ability students lose 2-5%
points in achievement in untracking groups, (ii)the
phenomenon of bright flight.
Weaknesses: (i) Tracking increases the gap between high
and lower achievers, (ii) The effects of labeling on cognitive
performance, (iii) Diversity Issues – Low Income families
and certain cultures are overrepresented in the lower
tracks.

18. TWO ALTERNATIVE SOLUTIONS
WITHING CLASS
GROUPING FLEXIBLE GROUPING
 Reading  Students are
 Math continuously grouped
and re-grouped based
 Deals with differences in on their specific
students’ prior learning. learning needs for the
 No clear evidence that specific activity.
this method is superior.
 Cooperative teaching.

19. The Individual with Disabilities Education
Improvement Act (IDEA)
 Revised 1990, 1997, 2004
 The State should provide a FREE and APPROPRIATE public
education for all students with disabilities who participate in
special education.
 Section 504 (Civil Rights Law ) prevents discrimination
against students with disabilities.
 Three Implications of IDEA
 (1) The Individualized Education Program
 (2) The Rights of Students and Families (Zero
reject)
 (3) The Least Restrictive environment (educating
each child with peers in the regular classroom to the
greatest extent possible).

20. IDEA
 1. About 10%of all 2. The aim : According to
students aged 6 through their disability = In
21, receive special general education classes
education services. for at least 40% of their
school day.

21. Study TABLE 4.4 page 125
 Disability No of Students
in
 2000-2001
 Specific Learning D. 2,887.217
 OVERALL 5,775,722

22. Reading the Table
 Most Prevalent Problems
 Attention-Deficit Hyperactivity Disorder
 Communicative Disorders
 Students with intellectual, behavioral and/or
emotional problems
 Less Prevalent Problems
 Health Impairments
 Autism
 Cerebral Palsy /Epilepsy
 Vision and Hearing Impairments

23. Specific Learning Disabilities
 About one half of all students receiving some
kind of special education service are
diagnosed as having learning disabilities.
 A relative new term which does not have a fully
agreed upon definition.
 “a disorder in one or more basic psychological
processes…” (IDEA)
 “disorders of learning and cognition that are intrinsic
to the individual” (Special Education Report).