STUDENT TEAM LEARNING - DIDA NET



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STUDENT TEAM LEARNING is a set of cooperative learning techniques developed at The Johns Hopkins University and evaluated in schools all over the United States. The basic idea behind the Student Team Learning techniques is that when students learn in small,carefully structured learning teams and are rewarded based on the progress made by all team members, they help one another learn, gain in achievement and self-esteem, and increase in respect and liking for their classmates, including their mainstreamed classmates and classmates of other ethnic groups.

Do you remember being up at bat in a softball game with your teammates shouting encouragement from the sidelines? Do you recall the satisfaction of working with a group and accomplishing a goal you were all striving toward? Did you ever have a "study buddy," and do you remember how much easier it was to learn working with someone else? Have you ever noticed how much discussing ideas with others sharpens your own understanding?

These and other dynamics explain why cooperative learning methods -- instructional techniques in which students work in small groups to help one another learn academic content -- are among the most effective teaching methods known. They also explain why cooperative learning methods are increasingly being used at every grade level, in all subjects, and in all kinds of schools and communities throughout the United States and abroad. There are many forms of cooperative learning now in use. The most extensively evaluated of these are Student Team Learning methods developed and researched at The Johns Hopkins University. Student Team Learning methods have been included by the National Diffusion Network in their Educational Programs That Work. These processes offer strategies for inclusion, improved academic achievement in standardized testing, and emphasize cross-curricular connections. All Student Team Learning methods have been compared to traditional methods in more than 55 studies of high methodological quality lasting from six weeks to more than two years, and have been found to produce the following outcomes:

[pic]     Enhanced academic achievement for high, average, and low achievers

[pic]     Improved race relations and other social relationships.

[pic]     Greater acceptance of mainstreamed students.

[pic]     Improved self-esteem.

[pic]     Better attitudes toward the subject and toward school in general.

[pic]     Improved time-on-task.

Student Team Learning methods are practical approaches which do not require major changes in curriculum or school organization, and emphasize the elements found in research to be critical to the success of cooperative learning-. group goals and individual accountability. Teams are recognized based on the individual progress of all team members. Student Team Learning methods are designed to be used as primary instructional approaches to replace traditional methods. Curriculum materials for Student Team Learning are available for most subjects in grades 2-9, plus high school mathematics and U.S. history.

STUDENT TEAM LEARNING METHODS WORK!

They are proven, practical techniques, not untested or "ivory tower" theories. There are five major Student Team Learning methods. In all of them, students are assigned to four-member mixed-ability learningteams which stay together for about six weeks. The team memberschoose a team name and sit together.. Following teacher instruction, students work together to help each othermaster material presented by the teacher, discussing, arguing, teaching, explaining, elaborating, assessing one another, and trying together to build an understanding of the academic content. Later, students must show their individual knowledge on a quiz, essay, composition, or other product accomplished without teammates' help. Teams can earn certificates or other symbols of acheivment based on the progress made by all team members. The only wayfor the team to succeed is to make certain that all team members have learned; teammates can help each other learn, but they cannot do each other's work.

Student Teams-Achievement Divisions (STAD)

STAD is the simplest and most widely applicable of the Student Team Learning methods. It can be used in grades 2-1 2 in every subject. In STAD, the teacher follows a cycle of teaching, teamwork, and individual assessment. Teams earn certificates or other forms of recognition based on the degree to which all team members have improved over their past performances.

Teams-Games-Tournaments (TGT)

Like STAD, TGT is applicable to all subjects in grades 2-1 2. In TGT, the same cycle of activities is used as in STAD, except that instead of taking individual assessments, students compete in academic tournaments with members of other teams to add to their team scores. The excitement of the academic games adds to the team emphasis of STAD, and the two programs are often combined.

Jigsaw 11

Jigsaw 11 is a Student Team Learning program used in grades 3-12 whenever students are learning from written materials such as textbooks, biographies, and social studies or science books. In Jigsaw 11, each team member is assigned a topic as a focus of study. After reading, students from different teams who had the same topic meet in "expert groups" to discuss what they have learned, and then the "experts" return to their teams and take turns presenting and discussing their findings. Finally, all students are quizzed on all topics, and the teams are recognized based on the progress of all team members, as in STAD.

Team Accelerated Instruction-Mathematics (TAI)

TAI is a comprehensive approach to cooperative learning in mathematics, grades 3-6. TAI combines cooperative learning with individualization, to allow teachers of heterogeneous math classes to bring low achievers quickly up to grade level and to provide acceleration beyond the usual curriculum for high achievers. TAI materials completely replace traditional textbooks with special materials designed specifically for the program.

In TAI, students are assigned to heterogeneous teams in which they help one another learn. The teacher presents lessons that emphasize concepts, real life problems, and manipulatives to teaching groups composed of students from different teams who are at the same point in the curriculum. Students return to their teams and work on individual materials which follow up the teacher's lessons.

Cooperative Integrated Reading & Composition (CIRC)

Unlike STAD, TGT, and Jigsaw 11, which are "generic" methods adaptable to any subject and grade level, CIRC is a comprehensive approach to instruction in reading, composition, and spelling for grades 2-6. In CIRC Reading, students are taught in reading groups and then return to mixed ability teams to work on a series of cooperative activities, including partner reading, making predictions, identification of characters, settings, problems and problem solutions, summarization, vocabulary, spelling, reading comprehension exercises, and story-related writing.

CIRC Reading materials have been developed to supplement most widely used basal series and novels. These materials replace workbooks and other supplementary materials.

CIRC Writing/Language Arts is a comprehensive approach to writing and language arts based on a writing process model, with the same teams used in CIRC Reading serving as peer response groups. Students work together to plan, draft, revise, edit, and ultimately "publish" compositions. Teachers present mini-lessons on style, content, and mechanics of writing, which are integrated with student writing. CIRC Writing/Language Arts provides a structure to help teachers and students succeed in helping all students become effective authors.

CIRC Reading and CIRC Writing/Language Arts are usually used together, but can be used as separate reading and writing/language arts programs.

Training for Student Team Learning

On-site training and follow up services are available from experienced Johns Hopkins trainers at a cost of $700 per day, plus expenses. Initial training for any one STL method can take as little as one day, but we strongly recommend one or more follow up visits to ensure effective program implementation. Training for Student Team Learning by the Johns Hopkins staff is also provided in conferences usually held twice per year in Baltimore. Student Team Learning workshops involve participants in simulations of the methods -- teachers learn STL by experiencing it themselves. For information on training, contact the Johns Hopkins Team Learning Project at 410-516-8896.

Manuals and Curriculum Materials

Using Student Team Learning, Fourth Edition

To make it easy for teachers to use learning teams in their classrooms, we have prepared a teacher's manual that describes how to use these cooperative classroom techniques. With the manual, Using Student Team Learning, you can set up STAD, TGT, Jigsaw 11, and other "generic" models in any classroom, in any subject, in grades two through twelve, and in any kind of school.

Curriculum Materials for STAD and TGT

Materials for STAD, TGT, and jigsaw 11 can be easily developed by teachers to meet their own objectives, but many teachers find it more convenient to buy Student Team Learning curriculum units. Each unit covers more than a semester of instruction in basic learning objectives. Each set of curriculum materials consists of a teacher's manual (Using Student Team Learning), forms, number cards, and single copies of worksheets and quizzes adapted to the STAD/TGT format, which can be reproduced for classroom use.

Curriculum Materials for TAI-Math Curriculum materials for TAI are sent only to school districts which have arranged for training in this method. TAI is used in grades 3-6 and for students beyond grade 6 who are not ready for a full algebra course. The TAI materials replace traditional math texts and include student books,teacher's manuals, homework sheets, tests, forms, certificates, and other materials. A classroom set, available through the Team Learning Project from Charlesbridge Publishers, currently costs $520.00. For more information on TAI, write or call for a current TAI Overview.

|Curriculum materials for CIRC are sent only to school districts which| |

|have arranged for training in these methods. | |

|CIRC Reading materials supplement districts' basal series or novels. | |

|At present materials have been developed for 90 novels and the | |

|following basal series. | |

|D. C. Heath, 1989, 1991 |Houghton Mifflin 1993 (Literature Experience) |

|onomy 1986 Ginn 1982 |MacMillan Series R 1983 |

|Glencoe-Macmillan 1985, 1987 |MacMillan Connections 1987 |

|Harcourt Brace & Jovanovich 1983 |MacMillan Campanitas de Oro 1987 |

|Harcourt Brace & Jovanovich 1989 |MacMillan/McGraw Hill (Spanish Edition 1993) |

|Harcourt Brace & Jovanovich 1989 |MacMillan/McGraw Hill 1993 |

|Harcourt Brace & Jovanovich 1993 |McGraw Hill 1989 |

|Holt 1983, 1986 |Open Court 1989 |

|Holt 1989 |Riverside 1985 |

|Houghton Mifflin 1981, 1983 |Scholastic 1988, 1983, 1979 |

|Houghton Mifflin 1986 |Scott Foresman 1987 |

|Houghton Mifflin 1989 |Scott Foresman 1993 |

| |Silver Burdett-Ginn 1989 |

|(Laureate Edition) |Silver Burdett-Ginn 1993 |

|(Treasury of Lit.) | |

|We also have materials | | | |

|for CIRC Writing for | | | |

|grades 3-6. For more | | | |

|information on CIRC -- | | | |

|training, materials, and| | | |

|prices -- call or write | | | |

|for an updated overview | | | |

|and price list. | | | |

|(The following is to be | | | |

|used as a pricing | | | |

|reference guide.) | | | |

|POTENTIAL ORDERFORM | | | |

| | |Unit |Total |

|Quantity |Item Description |Cost |Cost |

| |Using Student Team Learning, Fourth Edition (NEW!) |15.00 | |

| |STL Starter Kit (Using Student Team Learning, Forms, & Number Cards) |20.00 | |

| |STL Awareness Kit (all Student Team Learning methods) |3.00 | |

| |CIRC Overview |FREE | |

| |TAI Overview |FREE | |

|CURRICULUM UNITS include| | | |

|Using Student Team | | | |

|Learning, 4th Edition) | | | |

| |Mathematics, Grade 2 |35.00 | |

| |Mathematics, Grade 3 |35.00 | |

| |Mathematics, Grade 4 |35.00 | |

| |Mathematics, Grade 5 |35.00 | |

| |Mathematics, Grade 6 |35.00 | |

| |Mathematics, Grade 7 |35.00 | |

| |Mathematics, Grade 8 |35.00 | |

| |Consumer Math (Grades 9-10) |35.00 | |

| |Metric Education (Grades 5-6) |25.00 | |

| |Algebra 1 |35.00 | |

| |High School Geometry |55.00 | |

| |Language Arts, 10 objectives, Grades 3-6 |55.00 | |

| |Language Arts, 20 objectives, Grades 3-6 |35.00 | |

| |Language Arts, 20 objectives, Grades 7-8 |35.00 | |

| |Life Science, Grades 7-9 |55.00 | |

| |Physical Science, Grades 7-9 |55.00 | |

| |U.S. History, Grades 7-1 0 Jigsaw 11) |35.00 | |

|VIDEO TAPES | | | |

| |CIRC, VHS, IO minutes (NEW!) |15.00 | |

| |TAI, VHS, 20 minutes |20.00 | |

|BOOKS | | | |

| |Cooperative Learning. 7heory, Research, and Practice. Slavin, R. E. (I990) |24.95 | |

| |Effective Programs for Students at Risk. Slavin, R.E., Karweit, N.L, & Madden, N.A. |37.95 | |

| |(I989) | | |

| |School and Classroom Organization. Slavin, R. E., (I989) |29.00 | |

| |Preventing Early School Failure. Slavin, R. E., Karweit, N. L., & Wasik, B.A. (I994) |35.95 | |

|Subtotal | | | |

|Shipping | | | |

|Total | | | | |

The Johns Hopkins Team Learning Project

Center for Social Organization of Schools

35O5 N. Charles Street

Baltimore MD 21218

Attention: Diane Diggs

Questions: Call us at 410-516-8800 or 1-800-548-4998

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This document was converted by Renee L. Kling[pic]E-mail:sfa@csos.jhu.edu

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