Using Cooperative Learning Strategies to Improve Literacy Skills in Social Studies

Karnes, Melinda; Collins, Dennis; Maheady, Larry; Harper, Gregory F.; Mallette, Barbara

doi:10.1080/1057356970130104

Cited by 4 publications

(1 citation statement)

References 13 publications

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“…Although collaborative learning, in general, has a long history of research, learning writing skills through collaboration was not actively implemented in foreign language classrooms until the late 1990s ( McDonough, 2004 ). Learning writing skills through collaboration, with a primary aim of learning curricular content, focuses on both deconstruction and construction processes ( Karnes et al, 1997 ). Granado-Peinado et al (2019) found that participants who received collaborative practice and explicit instructions about writing synthesis identified more proportions of arguments and higher levels of integration of different sources than those in the collaborative practice conditions without instructions about writing synthesis.…”

Section: Models and Approaches To Teaching Writing Skillsmentioning

confidence: 99%

Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective

Jiang

Kalyuga

2022

Front. Psychol.

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Learning to write in a foreign language is a complex cognitive process. The process-genre approach is a common instructional practice adopted by language teachers to develop learners’ writing abilities. However, the interacting elements of procedural knowledge, linguistic knowledge, and generic knowledge in this approach may exceed the capacity of an individual learner’s working memory, thus actually hindering the acquisition of writing skills. According to the collective working memory effect, it was hypothesized that teaching writing skills of English as a foreign language by adopting a process-genre approach in collaborative conditions could lead to better writing performance, lower cognitive load, and higher instructional efficiency. The reported experiment compared learning writing skills of English as a foreign language in individual and collaborative instructional conditions from a cognitive load perspective, a rarely adopted approach in this field. The results indicated that the collaborative instructional condition was more effective and efficient than the individual instructional condition in improving the quality of written products as well as in optimizing the cognitive (working memory) load experienced by the learners. Measures of cognitive load were used to support the cognitive load theory’s interpretation of the results, which is the unique contribution of this research study to the field.

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Section: Models and Approaches To Teaching Writing Skillsmentioning

confidence: 99%

Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective

Jiang

Kalyuga

2022

Front. Psychol.

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Alternate Grouping Arrangements that Benefit English Learners in Classroom Settings

Mallette

2018

The TESOL Encyclopedia of English Language Teaching

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As the number of students from diverse cultural and linguistic backgrounds increases in our schools each year, classroom teachers must have a repertoire of instructional strategies that have been effective with these students. The academic and social pressures on English learners should be recognized, particularly in core area subjects. English learners are challenged by the quantity and complexity of content present in upper elementary, middle, and high school classrooms. Teachers can structure instructional sessions to ensure the academic success of these students by manipulating grouping arrangements. This entry discusses two alternate grouping structures that have been demonstrated to be effective in positively impacting the academic performance and social acceptability of English learners. Future directions regarding research and applications of grouping arrangements that practitioners can employ with their students are also offered.

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The effect of teaching socio-scientific issues with cooperative learning model on pre-service teachers’ argumentation qualities

Atabey

Arslan

2020

İlköğretim Online

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Using Cooperative Learning Strategies to Improve Literacy Skills in Social Studies

Cited by 4 publications

References 13 publications

Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective

Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective

Alternate Grouping Arrangements that Benefit English Learners in Classroom Settings

The effect of teaching socio-scientific issues with cooperative learning model on pre-service teachers’ argumentation qualities

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