Learning in isolation can pose significant challenges, especially for students coping with the stresses of poverty or English as a second language.
Learning should be a social activity. Working in groups, students can accomplish far more than on their own. They have the opportunity to discuss new concepts with peers who have similar levels of understanding. They can support one another, learn to think critically and consider opinions of others before reaching a conclusion.
Success for All programmes are founded on co-operative learning strategies that enable students to fulfill their potential while having fun along the way. In our partner classrooms, all children benefit from the constant coaching, encouragement and peer feedback. Our curriculum emphasises team goals that can only be achieved when everyone is learning and improving together.
SfA students are motivated to work together to achieve common goals. By helping others, they learn to help themselves and they take responsibility for their own development.
Slavin, R.E. (in press). Classroom applications of co-operative learning. In S. Graham (Ed.), APA handbook of educational psychology. Washington, DC: American Psychological Assocation.Classroom Applications of CL.pdf
Slavin, R.E. (2011). Instruction based on cooperative learning. In R. Mayer (Ed.), Handbook of research on learning and instruction. London: Taylor & Francis.Instruction Based on Cooperative Learning 09 24 09.pdf
Slavin, R. E. (2010). Co-operative learning: What makes groupwork work? In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice. (pp. 161-178). Paris, France: OECD.CL What Makes Groupwork work.pdf
Cooper, R., & Slavin, R.E. (2001). Cooperative learning programs and multicultural education: Improving intergroup relations. In Salili, F. & Hoosain, R. (Eds.), Multicultural education: Issues, policies, and practices.
Slavin, R.E., & Cooper, R. (1999). Improving intergroup relations: Lessons learned from cooperative learning programs. Journal of Social Issues, 55 (4), 647-664.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd Ed.). Boston: Allyn & Bacon.http://www.pearsonhighered.com/educator/product/Cooperative-Learning-Theory-Research-and-Practice/9780205156306.page
Stevens, R. J., & Slavin, R. E. (1995). Effects of a cooperative learning approach in reading and writing on handicapped and non-handicapped students. Elementary School Journal, 95 (3), 241-262. http://www.jstor.org/pss/1001933
Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students’ achievement, attitudes, and social relations. American Educational Research Journal, 32 (2) 321-351. http://aer.sagepub.com/content/32/2/321.abstract