One of the newest cooperative learn

One of the newest cooperative learning activities is Team-Assisted Individualization (Slavin, Leavey, & Madden,
1982) which combines some of the characteristics of individualized and cooperative learning. Although originally designed
for elementary and middle school mathematics classes, TAI can be used with any subject matter and grade level for which
some individualized learning materials are available (for example, programmed or self-paced texts). In TAI, teacher starts
with each student working through the individualized materials at a point designated by a placement test or previous
learning history. Thus, students may work at different levels depending on the heterogeneity of abilities in the classroom.
Each student is given a specified amount of content to work through (e.g., pages, problem sets, questions and
answers) at his or her own pace. Also, each learner is assigned to a team selected to represent all ability levels and, therefore,
individuals enter the individualized materials at different levels of complexity. Heterogeneity within the teams is important,
because teacher then asks each team member to have his or her work checked by another teammate. “Checkers” are
expected to have completed portions of the materials that are more advanced than others. As many group members as
possible assume the role of checker. When necessary, the checkers are given answer sheets.
Student monitors give quizzes over each unit and score and record the results on a master scorecard. Team scores
are based on the average number of units completed each week by team members and their scores on the unit quizzes.
Those teams are rewarded that complete a preset number of units with a minimum average quiz score (e.g., with certificates,
time outs, learning center privileges). One student monitor, who is rotated frequently, is assigned to each team to manage
the routine checking, distribution of the individualized materials, and administering and recording the quizzes.
Because TAI uses individualized materials, it is especially useful for teaching heterogeneous classes that afford few
opportunities for whole-class instruction and little time to instruct numerous small groups who may have diverse learning
needs.
6. Constructive Controversy (structured controversy)
In this method (Johnson and Johnson, 1979), pairs within a four-person team are assigned

ผลลัพธ์ (อังกฤษ) 2:

Is one of the newest Cooperative Learning Activities Team-Assisted individualization (Slavin, Leavey, & Madden,
1982nd) ​​which combines Some of the characteristics of individualized and Cooperative Learning. Although Originally designed
for ELEMENTARY MIDDLE school and Mathematics classes, TAI Can be used with any subject and grade level for which Matter
Some individualized Learning Materials are Available (for example, programmed or self-paced texts). In TAI, teacher starts
with each student working at a Materials Through the individualized Point designated by a placement or previous Test
Learning history. Thus, students at different levels depending on the May Work heterogeneity of abilities in the Classroom.
Each student is given a Specified amount of content to Work Through (eg, pages, Problem Sets, questions and
Answers) at his or Her own Pace. Also, each learner is assigned to a Team Selected to represent all ability levels and, therefore,
individuals at different levels of Materials Enter the individualized Complexity. Within the Teams heterogeneity is important,
because each teacher then asks to have his or Her Work Team Member checked by another teammate. "Checkers" are
expected to have completed Portions of the Advanced Materials that are More than others. As many Group As members
assume the role of possible Checker. When necessary, the Checkers are given answer sheets.
Student Monitors give quizzes over each UNIT and Score and the results on a Master Record Scorecard. Team Scores
are based on the average Number of Units completed each week by Team members and their Scores on the UNIT quizzes.
Those Teams are rewarded that Complete a Preset Number of Units with a Minimum average Quiz Score (eg, with Certificates,
time outs,. learning center privileges). One student Monitor, Who is rotated Frequently, is assigned to each Team to manage
the routine checking, Distribution of the individualized Materials, and Administering and Recording the quizzes.
Because TAI uses individualized Materials, it is especially useful for teaching heterogeneous classes that afford few.
opportunities for whole-Class Instruction and Little time to instruct Who May have numerous diverse groups Small Learning
Needs.
6. Controversy constructive (Structured controversy)
In this method (Johnson and Johnson, in 1979), pairs Within a Four-person Team are assigned.

ผลลัพธ์ (อังกฤษ) 3:

One of the newest cooperative learning activities is Team-Assisted Individualization (,,, Slavin Leavey & Madden
1982 which.) Combines some of the characteristics of individualized and cooperative learning. Although originally designed
for elementary. And middle school, mathematics classes TAI can be used with any subject matter and grade level for which
.Some individualized learning materials are available (for example programmed or, self-paced Texts). In, TAI teacher starts
with. Each student working through the individualized materials at a point designated by a placement test or previous
learning. History. Thus students may, work at different levels depending on the heterogeneity of abilities in the classroom.
.Each student is given a specified amount of content to work through (e.g, pages, problem sets, questions and
answers). At his or her own pace. Also each learner, is assigned to a team selected to represent all ability levels and therefore
individuals,,, Enter the individualized materials at different levels of complexity. Heterogeneity within the teams, is important
.Because teacher then asks each team member to have his or her work checked by another teammate. "Checkers are
expected." To have completed portions of the materials that are more advanced than others. As many group members as
possible assume. The role of checker. When necessary the checkers, are given answer sheets.
.Student monitors give quizzes over each unit and score and record the results on a master scorecard. Team scores
are based. On the average number of units completed each week by team members and their scores on the unit quizzes.
Those teams are. Rewarded that complete a preset number of units with a minimum average quiz score (e.g, with certificates
time outs learning,,, Center privileges).One, student monitor who is rotated frequently is assigned, to each team to manage
the routine checking distribution of,, The, individualized materials and administering and recording the quizzes.
Because TAI uses, individualized materials it. Is especially useful for teaching heterogeneous classes that afford few
.Opportunities for whole-class instruction and little time to instruct numerous small groups who may have diverse learning
.
6, needs. Constructive Controversy (structured controversy)
In this method (Johnson, and Johnson 1979), pairs within a four-person. Team are assigned.