Includes Active Learning, Collaborative & Cooperative
Learning, Learning Teams:
Adams, Dennis & Mary Hamm. (1994).
New Designs for Teaching and Learning. Jossey-Bass Publishers:
Surveys important trends in education, including
critical thinking, cooperative learning, and portfolio
assessment, and shows how they can be used in the classroom.
Suggests concepts, techniques, and activities for use
in all curriculum areas, and discusses how television,
computers, and interactive telecommunication are transforming
Bertrand, Yves. (1995). Contemporary Theories and
Practice in Education. Magna Publications: Madison Wisconsin.
Explores the many lines of thinking that may influence
how we teach. Bertrand explains who contributed what to
our ways of thinking about learning and teaching-and why
those contributions are important to educators at all
levels. This book invites teachers to enrich their teaching
through the thoughts, research, and proposals of Maslow,
Piaget, Rogers, Vygotsky, Adler, Freire, and dozens of
others. Ch 5.6: Cooperative Teaching
Bruffee, Kenneth A. (1993). Collaborative Learning.
John Hopkins University Press: Baltimore.
This volume explores the role and implications of collaborative
learning for the mission and future of higher education
and college teaching. Bruffee focuses his argument on
the need to change college and university education from
top to bottom, and on the need to understand knowledge
differently in order to accomplish that change. This book
invites conversation about how we were acculturated in
college to think about knowledge and the authority of
our own tears; about what, in our disciplines, we understand
knowledge and learning to be; about how we invite students
to join us in the conversation and build their own understandings.
Campbell, William E. & Karl A. Smith. (1997). New
Paradigms for College Teaching. Interaction Book Company:
Conversationally written book compiling a variety of teaching
methodologies. Chapters include: Cooperative and Active Learning, Writing-Across-The-Curriculum, Student Management
Teams, Teaching With Stories, Knowledge Maps, Information
Technology and Learning Communities.
Cooper, Jim. (1993). Cooperative Learning and College
Teaching. New Forums Press: Stillwater, Oklahoma.
This is a collection of newsletters (volumes 1-3) from
the Network for Cooperative Learning in Higher Education
with the intention of establishing a network of persons
in higher education interested in promoting cooperative
learning (CL). Themes include: CL within the disciplines,
critical thinking, social and emotional development, liberal
and general education, and diversity.
Cyrs, Thomas E. (1994). Essential Skills for College
Teaching, 3/e. New Mexico State University: Las Cruces,
This text deals explicitly with the essential skills of
traditional lecturing in the college classroom and alternatives
to it, such as cooperative learning, the student contract,
and problem-based learning. Includes techniques to engage
students, questioning strategies to address critical thinking
skills, and more. Relevant exercises have been included
to assist the instructor with the applications of the
ideas. Provides specific guidelines for the novice as
well as possibly unexplored techniques for the experienced
instructor. Also includes self-assessment techniques such
as the Professional Teaching Portfolio.
Davis, Barbara Gross. (1993). Tools for Teaching.
Jossey-Bass Publishers: San Francisco.
A rich compendium of proven strategies and practical suggestions
designed to improve the teaching practice of beginning,
mid-career, and senior faculty members. Forty-nine teaching
tools range from writing a course syllabus to using technology
in the classroom. Ch 5: Collaborative and Experiential
Goodsell, Anne, Michelle Maher,
& Vincent Tinto. (1992). Collaborative Learning: A Sourcebook
for Higher Education (vol 1). NCTLA: Pennsylvania.
Provides practical guidance to help teachers create a
collaborative learning environment. Contains work by several
prominent researchers that highlights collaborative learning's
history and definitions, outlines practical ways of incorporating
collaborative learning into syllabi and classrooms, and
suggests assessment strategies for measuring the success
of collaborative learning.
Grasha, Anthony F. Teaching with Style. Alliance Publishers:
The book takes the reader on a journey that includes an
understanding of the elements of teaching and learning
styles, exploring one's philosophy of teaching, and an
integrative model for selecting instructional processes
that are keyed to different blends of styles of teaching
and learning styles. Specifically pg 8
Halpern, Diane F. (1994). Changing College Classrooms.
Jossey-Bass Publishers: San Francisco.
Provides useful ideas on the four hottest issues in higher
education today: Active Learning, diversity, technology,
and assessment. Every faculty member will find at least
one chapter well worth reading.
Hatfield, Susan Rickey. (1995).
The Seven Principles in Action. Anker Publishing Company:
Hundreds of thousands of college educators have endorsed
the "Seven Principles for Good Practice in Undergraduate
Education," but it is easier to endorse ideas and strategies
than to apply them. This new book contains essays about
applying the seven principles and specific examples of
how they are applied in over a hundred diverse colleges
and universities. The essays, contributed by eighteen
chief academic officers and faculty, reveal how the seven
principles work in actual practice. Ch:2 & 3
Johnson, David W., Roger T. Johnson, & Karl A. Smith.
(1991). Active Learning: Cooperation in the College Classroom.
Interaction Book Company: Edina, Minnesota.
A comprehensive view of the use of formal cooperative
learning lessons, informal cooperative learning groups,
and cooperative base groups in the college classroom.
Numerous specific lesson structures are included as well
as an excellent overview of how to use cooperative learning
at the college level. The book is also useful for secondary
Johnson, David W., Roger T. Johnson, & Karl A. Smith.
(1991). Cooperative Learning, report 4. George Washington
University: Washington D.C.
Explains cooperative learning, the basis for its success
as a learning tool, and the techniques for its most effective
use. Discusses in depth the cooperative lecture, base
groups, and cooperation among faculty.
Johnson, David W., Roger T. Johnson, & Edythe Johnson
Holubec. (1993). Cooperation in the Classroom, 6/e. Interaction
Book Company: Edina, Minnesota.
Covers the nature of cooperative learning, the essential
components that make it work, and the teacher's role.
Also includes how to structure positive interdependence
and individual accountability, teach students social skills,
stimulate group processing, and form teacher collegial
support groups. The basic lesson structures required to
get started with cooperative learning are included. The
foundational book for implementing cooperative learning.
Katz, Joseph. (1986). A New Vitality in General Education.
Association of American Colleges: Washington D.C.
Focuses on the rationale, purposes, and scope of general
education and on issues of implementation-specifically
on effective ways of planning programs and courses, teaching
them, and supporting them. Provides information on a variety
of examples of good educational practice with the hope
that faulty and administrators can use it in creating
more effective programs and reducing the chances of failure.
It makes many suggestions about further improvements,
but does not advocate a prescriptive uniformity. It seeks
to stimulate reflection about general education in ways
that respect the individuality and diversity of America's
institutions of higher learning. Ch 2: Encouraging Active Learning
Kedel, Stephanie & Julia A. Keehner. (1994). Collaborative
Learning: A Sourcebook for Higher Education (vol 2). NCTLA:
Companion piece to volume I, further investigating the
practical aspects of collaborative learning. This volume
contains new and previously published articles addressing
the practical issues of implementing collaborative learning.
It also contains over 50 concrete strategies for effective
collaborative learning made available from those in the
teaching trenches-teachers meeting the challenges for
promoting Active Learning and teamwork in the classroom.
This sourcebook is a resource for practical ideas and
hands-on strategies for expanding teachers' collaborative
McKeachie, Wilbert J. (1994). Teaching
Tips, 9/e. D. C. Heath and Company: Lexington, Massachusetts.
Contains strategies, research and theory from a vast array
of sources. Topics include preparation, meeting the class
for the first time, choosing textbooks, meeting with students,
grading, asking questions, evaluation students-and being
evaluated by them-as well as peer/collaborative learning,
initiating discussions, and much more.
Menges, Robert J. & Marilla D. Svinicki. (1990). College
Teaching: From Theory to Practice. Jossey-Bass Publishers:
This issue of New Directions for Teaching and Learning
elaborates on three theoretical perspectives through which
teaching can be viewed and explores their implications
for the practice of teaching. These theoretical perspectives
are the cognitive, which deals primarily with strategies
by which information is processed; the motivational, which
deals primarily with how learning is initiated and sustained;
and the social, which examines the interpersonal context
of teaching and learning. This volume also discusses personal,
implicit theories and how instructors can weave multiple
perspectives together to solve instructional problems.
This is the 45th issue of the quarterly journal New Directions
for Teaching and Learning. Ch: 2 & 3-Cognitive Theories,
stressing Active Learning
Menges, Robert J. & Maryellen Weimer. (1996). Teaching
on Solid Ground. Jossey-Bass Publishers: San Francisco.
An excellent book for faculty who regard teaching as more
than a set of techniques. Menges and Weimer focus on connecting
teaching with student learning, and they help faculty
develop a systematic inquiry into teaching strategies,
as well as showing them how to better utilize students
assessment in the classroom. Ch 5: Collaborative Learning
Meyers, Chet & Thomas B. Jones. (1993). Promoting
Active Learning. Jossey-Bass Publishers: San Francisco.
A growing body of research today points to Active Learning
strategies-in which student talk and listen, read, write,
and reflect as they become directly involved in the instructional
process-as a way to better engage students, cultivate
critical thinking, and improve the overall quality of
teaching and learning. This book offers a practical guide
to successful strategies for Active Learning and presents
a wide range of teaching tools including problem-solving
exercises, cooperative student projects, informal group
work, simulations, case studies, role playing, and similar
activities that ask students to apply what they are learning.
PAL draws on the classroom experiences and tips of teachers
from a variety of disciplines.
Millis, Barbara J. & Philip G. Cottell, Jr. (1997).
Cooperative Learning for Higher Education Faculty. Oryx
Press: Phoenix, Arizona.
This definitive "how-to" book on cooperative learning
at the post-secondary level is designed to serve as a
vital resource for faculty who use a collaborative approach
to education. It offers an overview of the cooperative
learning process, including its rationale, research base,
value, and practical implementation. The authors also
describe a variety of approaches to cooperative learning
drawn from complementary movements such as classroom research,
writing across the curriculum, computer technology, and
Silberman, Mel. (1996). Active Learning: 101 Strategies to Teach Any Subject. Allyn &
Contains a comprehensive collection of Active Learning
techniques. Each strategy is described with clear, step-by-step
instructions. Includes fresh ideas and innovative strategies
to enliven your college or adult classroom.
Svinicki, Marilla D. (1999). Teaching
and Learning on the Edge of the Millennium: Building on
What We Have Learned. Jossey-Bass Publishers: San Francisco.
This is a "millennium" issue that reflects on what higher
education has accomplished, how the field has changed,
and where it is headed in the next century. Chapter topics
were chosen from the best selling issues over the life
of the New Directions for Teaching and Learning series-such
as group work, critical thinking, and technology in teaching.
Then, the original editors of these issues were invited
back to return to their original works and reflect on
where the field has gone in the interim. The last chapter
focuses on possible directions for higher education in
the twenty-first century. Ch: 3, Group-Based Learning
Timpson, William M. & Paul Bendel-Simso. (1996). Concepts
and Choices for Teaching. Magna Publications: Madison,
Offers the best of what is available in the realm of teaching
and learning, both theoretical and practical, current
and historical. Teaching will be more effective and efficient
once you become aware of the conceptual framework around
which your personal teaching style is built. Contains
several real-life vignettes of teachers demonstrating
each concept discussed and a diverse collection of ideas
and strategies that have proven useful over time and in
a wide variety of settings.
Timpson, William M., Suzanne Burgoyne, Christine S.
Jones, & Waldo Jones. (1997). Teaching and Performing.
Magna Publications: Madison, Wisconsin.
Offers insight on how to energize common teaching
approaches and promote student feedback. The authors show
that quality teaching is more than simply giving students
information, rather, educators need to implement fresh
and creative strategies toward teaching familiar material.
By employing performance theory-using energy, creativity,
and spontaneity to add vitality to their teaching-the
authors guide educators on how to transform ordinary classroom
settings into dynamic and engaging experiences for students.
Specifically pg 145: Active Learning
Tinto, Vincent. (1994). Building Learning Communities
for New College Students. NCTLA: Pennsylvania.
Studies three large university institutions and monitors
the effects of collaborative learning techniques as a
means of improving student involvement and consequent
success in college. This monograph reveals that Freshman
Interest Groups and other forms of collaborative learning
communities are successful techniques for encouraging
student involvement, academic success, and persistence