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IASCE Conference 2004 |
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| Main conference schedule |
Opening and Keynote Sessions
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Time |
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Venue |
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9.00-9.45am |
Opening Ceremony |
Empress Room |
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9.45-10.30 am |
Reception |
Wah Lok Restaurant |
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10.30-11.30 am
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Keynote 1 Collaborative
Contexts for Creativity and Innovation Collaborative contexts have powerful motivational potential for creativity. There are, however, few automatic positive connections between collaboration and creativity. Indeed, to encourage innovation, the conditions for creativity must be carefully designed and nurtured. In this interactive keynote address, research-based pedagogical considerations such as group preparation for creativity, the integration of creativity-relevant skills into challenging academic material, opportunities for choice and student decision making, student-centered reflection and planning, and the careful use of "the language of creativity" will be explored as they relate to, and support, the use of cooperative learning. Lynda Baloche, West Chester University, USA Co-President, IASCE Keynote 2 Asian Views on Cooperation and Collaboration In many circles it is vigorously argued that the ‘Asian’ view and perspective on co-operation and collaboration is markedly different from the so-called ‘western’ view. Fundamentally that like most things else, co-operation and collaboration, too, in Asia, proceeds upon ‘personal contact’/etc, unlike in the western world where it is dependent more on direct ‘professional’ networking and supply/demand factors. These salient points indicate the many different challenges which confront scholars working in this field, and outline some positive possibilities of a rethink which may and perhaps even must happen if Asia is to pitch itself successfully in the new knowledge-based economy. This presentation will highlight both specific and general examples to help scholars and other participants engage with this interesting but formidable topic in an exciting, stimulating
manner.
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Empress Room
Empress Room |
Concurrent Sessions
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Sessions |
Venue |
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1a: Paper session Cooperative learning and the teaching of ethics for engineering students This paper will investigate the practicality of cooperative learning for engineering subjects, as well as whether ethics can be incorporated into such cooperative learning contexts. *Arlene Bastion, Nanyang Technological University, Singapore (Chair) Impact of Problem Based Learning (PBL) on collaborative learning among engineering students The PBL approach was incorporated in a Technical Writing course to about 200 second-year engineering students from the School of Materials Engineering in Nanyang Technological University. This paper will discuss the extent PBL encourages collaborative learning among engineering students. Patrick Ng Chin Leong, Nanyang Technological University, Singapore Teaching and learning research skills through collaboration: The way forward An innovative way of teaching and learning research skills at undergraduate level through collaboration is explored using action research. Rich qualitative data on the process and students’ responses to it are presented and discussed. Sue Waite, Bernie Davis, University of Plymouth, UK |
Victoria 1 |
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1b: Paper session Reading attitudes, achievement, and cooperative learning This presentation reports on an investigation into the connection between reading attitudes, achievement and cooperative learning across the variables of gender and aptitude. The results are discussed with reference to previous research and cultural context. *Ghazi Ghaith (Chair), Kassim Shaaban, American University of Beirut, Lebanon Mediated learning: the foundation of collaborative learning experiences for children with learning problems Mediated learning intervention for children with learning difficulty has been effective in increasing their collaborative participation in classroom and natural settings. Two cases are discussed regarding the value of mediated learning experience in children’s cooperative skills over time. Alice Seng, NIE/NTU, Singapore A cooperative learning project in a primary one class – problems and possibilities The paper summarises an action research study of a collaborative project which attempted to integrate peer-tutoring and group work in a primary one class. The processes, problems and possibilities of these strategies will be discussed. Hairon Salleh, NIE/NTU, Singapore |
Victoria Suite
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1c: Paper session Exploring the use of structured academic controversies in the teaching of Social Studies This paper presents a critical examination of the possibilities offered by the use of Structured Academic Controversies in Upper Secondary Social Studies in Singapore secondary schools. Sample lesson ideas and a video of a lesson will also be shown. Edward Nathan, Mayflower Secondary School, Singapore *Christine Lee, NIE/NTU, Singapore (Chair) Measuring success of small group learning in economics teaching This paper presents the results of a meta-analysis that quantitatively tests if the various forms of small-group learning are effective in promoting greater academic achievement in a Junior College. Social behaviour and character development are also considered. Chang Tyng Tyng, Nanyang Junior College, Singapore Agnes Chang Shook Cheong, NIE/NTU, Singapore Improving access to K-12 historical resources through a collaborative digital library This paper presents a preliminary work in the development and implementation of a collaborative Resource Development (CoreDev) digital library for Malaysian historical resources by collaborating partners. Abrizah Abdullah, Maizatul Akmar Ismail, University of Malaya, Malaysia |
Victoria 3 |
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1d: Paper Session Teacher development through cooperative learning This paper reports the results of action research in which Edge’s (1992) cooperative learning method and modern technology was used to further professional development among teachers working in different institutions. *Kay Hammond, International Christian University, Japan (Chair) Teacher collaboration in internet-mediated communities of practice Hearing of the value of communities of practice many groups seek to intentionally “create” communities to meet specific goals or purposes. The research in this paper explores how these communities develop in educational settings. Bronwyn Stuckey, University of Wollonggong, Australia |
Empress 1
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1e: Experiential session Cooperative learning: A path to quality teaching This practical participatory workshop examines how the use of co-operative learning can support quality teaching and improve learning outcomes for students. The importance of connectedness, intellectual quality, recognition of difference and safe learning environment will be matched with the management of content, skills, assessment and reflection. Six structures are used to underpin this work. Pamela Wells, Australasian Association for Cooperative Education |
Empress 2
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1f: Paper Session Consequences of confounding cooperative and collaborative learning This presentation addresses concerns in English Language teaching that arise when an assortment of classroom practices are classified as “collaborative” when they are not. The points made could apply to wider learning domains and contexts. *Philip A Towndrow, NIE/NTU, Singapore (Chair) A development of cause and effect model of collaboration: A synthesis This paper presents a cause and effect model of collaboration developed through documentary research. The model depicted multiple causes and effects of collaboration, involving many levels: personal, group and organization. The model was useful for educators and researchers. Jutatip Suangsuwan, Chulalongkorn University, Thailand |
Victoria 2
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1g: Paper Session Nurturing globally aware, internationally collaborative problem solvers The modern world requires globally aware, internationally collaborative problem solvers. This paper discusses how to implement and assess a cross-cultural model employing modern communications tools and Problem-based Learning. *John Giles, Northside College Preparatory High School, Chicago, USA (Chair) Yukiko Hirakawa, Hiroshima University, Japan Nu Nu Wai, Yangon Institute of Education, Myanmar This paper presents some preliminary findings of an online collaborative research project aimed at enhancing learners’ critical thinking within the TESOL context. It also addresses major problems and issues encountered during the implementation process. Janpha Thadphoothon, Jeremy Jones, University of Canberra, Australia Telecollaboration in the language classroom: its effect on students’ creative writing The study explored how telecollaboration through action research, using activity structures, can impact students’ creative writing in the Singapore context. It involved 2 classes of Primary 4 pupils from Yuhua Primary and Woodgrove Primary. Ban Pei Ling, Educational Technology Division, MOE, Singapore Belinda Goh, Nan Hua Primary School, Singapore |
Empress 3
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1h: Panel session An innovative center for collaboration in science teaching and learning This presentation will share the journey taken by Science Exploria to foster collaborative learning among teachers and pupils in the quest for excellence in the teaching and learning of science. Teo Song Khuang, Telok Kurau Secondary School, Singapore Teo Shaw Hoon, Yu Neng Primary School, Singapore Chew Siu Liy, Junyuan Primary School, Singapore |
Connaught 2
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Sessions |
Venue |
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2a: Paper session Cooperative tasks in the foreign language academic reading classroom This presentation introduces cooperative tasks used in an English for Academic Purposes setting to enhance reading comprehension, critical thinking, and second language development. The tasks are designed to ensure individual learning and interdependence among students. *Akiko Fujii, International Christian University, Japan; Georgetown University (Chair) Akiko Fukao, International Christian University, Japan Group dynamics in language classrooms: a course for pre-service language teachers The presentation proposes a course syllabus for an undergraduate level course in foreign language teaching methods. This course, “Group Dynamics in Language Classrooms,” aims to inform pre-service language teachers what cooperative group work is and how it can be implemented successfully in EFL classrooms. Sumru Akcan, Bogazici University, Turkey Teaching Japanese university students how to communicate in English through cooperative learning The presentation demonstrates strategies to incorporate CL into English Language course syllabi, class projects, and group and individual work at Japanese universities. It also explains how to adapt CL to specific courses and students. Shi Jie, University of Electro-Communications, Japan |
Victoria Suite
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2b: Paper session This paper describes the first study conducted in Thailand that resulted in changes in science teachers’ classroom environments. Changes in classrooms did occur, thus supporting the effectiveness of cooperative learning integrated with constructivist teaching in improving learning environments and students’ attitudes towards science in Thailand. *Panomporn Puacharearn, Rajabat Institute Nakhornsawan, Thailand (Chair) Darrell Fisher, Curtin University of Technology, Australia This study investigated the status of teaching and learning science in two classrooms of two rural lower secondary schools in Indonesia. In particular, the investigation is focused on to what extent cooperative learning approach was adopted during teaching and learning science processes in these two classrooms. Wahyudi, SMU Negeri 1 Banjarmasin, Indonesia |
Victoria 2
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2c: Paper session Whole school approach towards collaboration in innovative pedagogical approaches – Collaborating to cooperate! Participants will be provided with a glimpse into CHIJ Primary’s journey of building collaboration for the development of innovative teaching-learning pedagogical approaches centred on co-operation. The presentation details the planning and implementation efforts for the systemization of collaboration. *Magdalene Bheem (Chair) Halijah Redwan, Veerarajoo Devika, CHIJ Primary, Toa Payoh, Singapore. The Peer Observation Programme and Cooperative Learner’s Circle in Queensway Secondary School The Peer Observation Programme and Cooperative Learner’s Circle in Queensway Secondary School are programmes that have empowered its teachers to take ownership of their professional development and give mutual professional support to one another. Pang Fook Hoe, Low Cheong Chee, Queensway Secondary School, Singapore Growing and sustaining cooperative learning in a Singapore primary school This paper explains the concrete steps taken by a Singapore primary school to grow and sustain from within the use of CL. These include learning circles, video, observations, needs surveys, sharing sessions and mentoring. Linda Ho, Ignatius Lim Buan Tie, Mayflower Primary School, Singapore |
Empress 3
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2d: Paper session Using cooperative learning in post-graduate teacher education in Hong Kong The paper describes the difficulties of using cooperative learning to teach student teachers. Ways to overcome the difficulties and suggestions to modify the cooperative learning method in light of the local learning culture are discussed. *Chan Kam-wing, Hong Kong Institute of Education, Hong Kong (Chair) Learning together: Reforming teacher cultures for curriculum reform Action research on a secondary school-based interdisciplinary programme considers how authentic forms of staff collaboration can be fostered amid the pressures of educational reform, where teacher cultures are susceptible to patterns of “contrived collegiality.” Warren Liew, Janey Sim, Chinese High School, Singapore |
Victoria 3
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2e: Experiential session Innovation from within: Towards culturally sensitive methodology for state secondary schools in Mexico Curriculum innovation at the national level is no simple task: What do we need to change? How do we manage change? Who is affected by change? This presentation will report on a research-driven curriculum innovation process in state secondary schools in Mexico. Pilar Aramayo Prudencio, Ministry of Education, Mexico |
Esplanade 1
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2f: Experiential Session Cooperative learning in heterogeneous classrooms The goal of complex instruction is to provide academic access and success for all students in heterogeneous classrooms. It has 3 major components: multiple ability criteria, special instructional strategies and treatment of status problems. Inge Thorning, Elin Jespersen, Intercultural Centre, Aarhus, Denmark |
Empress 1
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2g: Paper session DIGISTAR: A technological tool for supporting cooperative learning The use of the DIGISTAR system, a scientific visualization tool, to teach science content in a cooperative learning environment leveraging on a science centre-school partnership is addressed. Results show that the visual and kinesthetic learning experiences provide a cooperative context for facilitating subsequent classroom learning. *Sharlene Anthony, Science Centre, Singapore (Chair) R Subramaniam, NIE/NTU, Singapore ICT support for ill-structured problem solving – a wetland management perspective This paper takes a peek into the E-learning instructional design of a classroom activity of a General Education elective in NUS. Through role-play, subjects engage one another as they bid their skills to solve problems. Alfred Low Hon Loon, National University of Singapore, Singapore |
Victoria 1
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2h: Experiential Session Enhancing cooperative learning and continuous improvement in project work This session will give an overview of CCHMS Project Work since year 2000. Presenters will share Cooperative Learning Activities (such as teambuilding, information sharing, communication skills) and Assessment of Projects (Knowledge applications, Collaborations and Communications Domains) with participants of the conference. Marcus Quek Cheow Teck, Munirah Shaik Kadir, Prasanthee Rajendram, Elaine Toh, Chung Cheng High School (Main), Singapore |
Empress 2
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2i: Panel session The exponential power of collaboration and self-study in teacher development This presentation comprises 3 papers which present 3 perspectives of Pupil Experience – an initial teacher education module. Each paper explores how collaboration and self-study have enhanced, in different ways, teaching and learning in teacher education. Alexius Chia, Lawrence Zhang, Peter De Costa, ,NIE/NTU, Singapore |
Connaught 2
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End of Day 1
Day 2
Wednesday 23 June
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Session |
Venue
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Keynote 3 Our Diversity is Our Strength Heterogeneity within classrooms, within teams, and within the cooperative learning movement pushes people toward a higher-level synthesis. This interactive keynote gives an overview of some of the myriad forms cooperative learning takes within different cultures, nations, districts, and schools. It looks at the diversity among and within schools of cooperative learning. Formations and Circle the Sage will be used to enhance our understanding of the diversity among us and push us toward a higher level synthesis. Spencer Kagan, Kagan Publishing and Professional Development, USA |
Empress Room |
Concurrent Sessions
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Sessions |
Venue
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3a: Paper session Learning to be scientists through social collaborative discourse – a case study in a primary school A case study on scaffolding primary school pupils towards learning to be scientists by engaging them in social collaborative process of discourse about scientific phenomena through the use of a Computer Supported Collaborative Learning environment. *Alfred Low Hon Loon, National University of Singapore, Singapore (Chair) John Ow Eu Gene, Townsville Primary School, Singapore Tan Seng Chee, NIE/NTU, Singapore The use of cyrogenics-based enrichment programmes as a supplement to collaborative learning The collaboration between formal and non-formal learning institutions is given focus by exploring the potential of a cryogenics-based enrichment programme (CBEP) to serve as an adjunct of collaborative learning in formal schools. Results indicate that CBEP improves acquisition of science concepts learned mostly in formal classrooms and promotes attitude gains that can influence subsequent learning. The sharing of some common attributes between CBEP and collaborative learning facilitates their effective blending to promote learning of science concepts. Imelda S Caleon, R Subramaniam, NIE/NTU, Singapore The use of Chemistry demonstrations in the classroom offers pedagogical and cognitive benefits. A context for promoting cooperative learning among students is also facilitated in the inquiry climate and active environment that these demonstrations promote. Erlis Bte Abdul Manaf, R Subramaniam, NIE/NTU, Singapore |
Victoria Suite
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3b: Paper session Building cooperation for enhancing professional learning for teacher educators The paper explores the benefits and difficulties encountered in a project aimed at building cooperation and collaborative learning among teacher educators. Practical issues and implications are drawn for practitioners and teacher educators. *Li Wai-shing, Hong Kong Institute of Education, Hong Kong (Chair) Developing cooperative learning among teachers through study sessions This presentation discusses benefits of study sessions for teachers in an integrated language programme. These idea sharing opportunities offer orientations for new teachers and develop cooperative learning among teachers with various educational backgrounds and experiences. Akiko Fukao, Atsuko Watanabe, International Christian University, Japan |
Victoria 2
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3c: Paper session WeeBiz- Let’s think and create An innovation and enterprise project carried out at Geylang Methodist Primary School in which pupils are taught to establish enterprises to market self-created products. *Mabel Wee Im Neo (Chair), Shirley Lim, Sally Koh, Geylang Methodist Primary School, Singapore Cooperative learning and the promotion of creativity in primary language classroom This paper aims to look at the effect of using cooperative learning to enhance creativity in the teaching of English Language. Outcome of the study as well as samples of pupils’ work will be discussed during the paper presentation. Dianaros Ab Majid, Haig Girls’ School, Singapore Tan Ai Girl, NIE/NTU, Singapore Unpacking the syntax of creative teaching through ethnography and neuro-linguistic programming (NLP) This paper summarizes the methodology and findings from an ongoing research project designed to identify and analyze the underpinning syntax of creative teaching (e.g., the resources and strategies employed). A practical framework to maximize creative teaching is offered. Dennis Sale, Singapore Polytechnic, Singapore |
Connaught 2
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3d: Experiential session Making peer feedback possible Participants in this experiential session take part in peer feedback activities used with Singapore primary school students. They discuss other peer feedback possibilities and how to convince others of the appropriateness of peer feedback. April Teo, Peixin Primary School, Singapore |
Victoria 1
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3e: Panel session Teaching cooperative learning: challenges to teacher education Celeste Brody, Central Oregon Community College, USA Lynda Baloche, West Chester University, USA Yael Sharan, GRIP, Israel |
Empress 2
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3f: Experiential session Cooperative learning in Japanese teacher training courses In this guided discussion and demonstration, the facilitator will share materials and activities for, and approaches and student reactions to, cooperative learning in educational psychology courses for Japanese undergraduates preparing to be language teachers. Jane Nakagawa, Aichi University of Education, Japan |
Empress 1
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3g: Experiential session Developing cooperative learning in Hong Kong primary schools Participants will experience CL in action as they learn about a longitudinal Hong Kong based project. Presenters will share their joys and challenges through an examination of the data derived from teacher and student participants. Gertrude Tinker Sachs, Georgia State University, USA Jane Chui, Ying Wa Primary School, Hong Kong Kathryn Fung, Islamic Dharwood Pau Memorial Primary School, Hong Kong Catherine Yung, St Bonaventure Catholic Primary School, Hong Kong |
Empress 3
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Cooperative learning Japanese style: Logic and practice This panel will address one Asian version of cooperative learning, the Japanese version, which has developed largely independently of western influences. The panel will provide an overview, concrete examples, and visual illustrations of the theme. Ryoko Tsuneyoshi, Shinichi Ichikawa, Kiyomi Akita, University of Tokyo, Japan Facilitator: Catherine Lewis, Mills College, USA |
Esplanade 1
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4a: Paper session Implementation of cooperative learning in Math This paper presents a qualitative study of the implementation of cooperative learning among secondary mathematics teachers in Malaysia. A case study method was utilized. Factors that influenced teachers in using cooperative learning methods and the problems that hindered them are discussed. *Ramlee Mustapha, Universiti Kebangsaan Malaysia, Malaysia (Chair) A cooperative mathematical problem solving programme This study describes a programme that aimed to enhance students’ mathematical problem-solving performance through cooperative learning. In the study, the investigator planned and implemented the cooperative problem solving programme for a class of forty Secondary Three female students. Ho Geok Lan, NIE/NTU, Singapore |
Victoria 2
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4b: Paper session Using Group Investigation to develop in-service teachers’ pedagogical content knowledge (PCK) This study focuses on how the Group Investigation (GI) approach might be used to develop the pedagogical content knowledge (PCK) of 30 secondary school physics in-service teachers. The paper reports on the need for such a course, how the course was designed using GI, and the course outcomes in terms of PCK sharing and benefits derived by the teachers. *Ho Boon Tiong (Chair), Toh Kok Aun, NIE/NTU, Singapore Collaboration and the construction of teacher knowledge in the United Arab Emirates This paper examines how the strong orientation towards collaboration amongst Emirati student teachers in an innovative pre-service English Language teacher education programme in the United Arab Emirates assists in the joint construction of teacher knowledge. Kay Gallagher, Abu Dhabi Women’s College, UAE |
Victoria Suite
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4c: Paper session Using cooperative learning to teach Hong Kong primary school children reading comprehension Cooperative Integrated Reading and Comprehension activities were used to teach Hong Kong primary school children inferential comprehension and comprehension monitoring. Results showed that students in the cooperative learning class obtained a better reading comprehension performance. *Ho Fuk Chuen (Chair), Vivian Heung, Hong Kong Institute of Education, Hong Kong The impact of co-teaching on Hong Kong primary schools This study reviewed the change in Hong Kong schools in using a co-teaching mode to integrate students with learning difficulties. Issues of collaboration, the modes of co-teaching and their effectiveness were brought to the forefront. Vivian Heung, Hong Kong Institute of Education, Hong Kong |
Victoria 3
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4d: Experiential session Cooperative learning strategies for revision This experiential session demonstrates activities from the primary school classes to argue that cooperative learning can indeed help students prepare for examinations. Participants discuss why and how to combine CL and revision. Idma Hanita, North Spring Primary School, Singapore |
Connaught 2
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4e: Paper session Communication training: Effects on teachers’ and students’ interactions during cooperative learning Teachers who are trained to use specific communication skills during cooperative learning engage in more mediated-learning interactions and make fewer disciplinary comments than teachers who have been trained to implement cooperative group work only. *Robyn M Gillies, University of Queensland, Australia (Chair) This paper describes Australian and Thai cooperative learning projects conducted with adult learners in teacher education courses. The outcomes of the projects demonstrated the applicability of cooperative learning strategies in western and non-western settings and the way shared purpose and mutuality may be developed in teachers. Peter Waterworth, Deakin University, Australia Amparn Duangpaeng, Rajabhat Institute Udon Thani, Thailand Developing conceptual understanding and social skills through cooperative learning The study focuses on the development of pedagogical content knowledge and social skills among teacher candidates and how they impact student learning. Different cooperative learning structures used by them in teaching are assessed for effectiveness. Lourdes Ferrer, University of Guam, Guam, USA |
Empress 3
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4f: Experiential session Teaching old dogs new tricks – rejuvenating teaching practice to facilitate an outcomes focus in Western Australian schools Teaching and Learning in the 21st Century - how do collaborative teaching and cooperative learning practices facilitate an outcomes approach in a whole school context? Learn new tricks to bring your teaching into the new millennium. Di Richards, Jan Klifunis, Western Australian Department of Education and Training, Australia |
Empress 1
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4g: Paper session Attempts to improve the learning environment for 24 pre-service teachers undertaking a computer course were explained. The use of an action research process which employed both quantitative and qualitative methods resulted in a collaborative learning environment, at the same time, encouraging learners' cooperative behaviors. *Supatra Wanpen, Rajabhat Institute Udon Thani, Thailand (Chair) Darrell Fisher, Curtin University of Technology, Australia Juxtaposing collaborative pedagogy with learning technology for new teachers While beginning teachers might be computer literate, few understand the complexities of effective classroom use of learning technologies. The focus will be on strategies for the use of technology in developing thinking skills through collaborative learning. Anthony Jones, University of Melbourne, Australia |
Victoria 1
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4i: Roundtable sessions Roundtable 1 Putting it all together: Learning in cyberspace where every place is the same place Learn about collaborative use of communications technology globally plus experimentation with cooperative learning of another language online in which one student in one country works cooperatively and converses contextually online with another student abroad, each learning the other's language. John H Giles, Global Initiative; Northside College Preparatory High School, USA Lisa Perez, Von Steuben Math and Science Academy, Chicago, USA Paul Buchheit, City Colleges of Chicago, USA Roundtable 2 Cooperative learning and ESL reading performance This paper describes findings from a quasi-experimental study involving the comparison of 84 first year university students reading in a cooperative and a non-cooperative language learning situation. Tengku Nor Rizan Tg Mohd Maasum, Universiti Kebangsaan Malaysia, Malaysia Roundtable 3 An interim understanding of the relationship between cooperative learning, on one hand, and sociocultural theory and situated cognition theories will be presented. Implications for teaching will be explored. Kumiko Fushino, Temple University, Japan Roundtable 4 Combining cooperative learning and reading aloud to promote thinking The presenters describe and give examples of how they accompany reading aloud by teachers with a variety of cooperative learning techniques to encourage the development of a variety of thinking skills. Daniel Hannah, Department of Education, Hong Kong George Jacobs, JF New Paradigm Education, Singapore Roundtable 5 Integration of cooperative learning structures into fieldwork This roundtable presentation examines the effects of an active integration of cooperative learning structures into fieldwork. It will also share and analyze the actual experiences of fieldtrips, conducted in the traditional and CL modes. Edmund Lim, NIE/NTU, Singapore Poster session Cooperative learning and Japanese students’ uncertainty/certainty orientations Uncertainty/certainty orientation of students may be one of the cognitive traits that affect peer group discussion.
By considering this factor, cooperative learning can be managed more fruitfully for our students.
Satoru Yasunaga, Kurume University, Japan Kazuhiko Sekita, Soka University, Japan
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Esplanade 1
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Sessions |
Venue
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5a: Paper session Cooperative student peer feedback and assessment in public speaking courses *Kay Hammond, International Christian University, Japan (Chair) Exploring the feasibility of the peer-peer conversation in GCE ‘O’ level oral examination in Singapore This paper will report on a research study that explores the feasibility of implementing the peer-peer conversation in the assessment of candidates’ interactional competence at the GCE ‘O’ Level Oral Examination in Singapore. Sharon Quek Yee Ser, NIE/NTU, Singapore |
Victoria 1
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5b: Paper session Cooperative learning and educational reform in Inuyama city, Japan A report of the process and outcomes of the attempt of educational reform in Inuyama City (Japan) which introduced CL principles into practices in schools. *Shuji Sugie, Chukyo University, Japan (Chair) Critical thinking in the land of harmony The author describes his experiences introducing critical thinking to the educational scene in Japan with collaborative activities such as group-evaluations of argumentation and debate-like activities in an intellectual game format. Bruce Davidson, Hokusei Gakuen University, Japan Cooperative teaching and managing of a Saturday School by bilingual families in Japan The presentation describes a bilingual (Japanese/English) Saturday School run by parents in Tokyo. The school’s philosophy and its cooperative teaching methodology and pedagogy are explained in relation to cooperative learning principles. Shi Jie, University of Electro-Communications, Japan |
Connaught 2
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5c: Paper session What Singapore students say about group investigation This study examines students’ perception of the Group Investigation method. A total of 138 students from two schools worked in cooperative learning groups during a period of over six weeks using the Group Investigation method. At the end of the study, they were asked to write their perceptions of the Group Investigation method. A total of 955 statements made by all the students, two-thirds (652) were positive statements and one-third (303) were negative statements. The students’ written statements of their perceptions and experience of learning with the Group Investigation method provided interesting insights into their attitudes and orientations toward school learning. *Ivy Tan, NIE/NTU, Singapore (Chair) Shlomo Sharan, Tel-Aviv University, Israel Christine Lee, NIE/NTU, Singapore Indonesian teachers’ and students’ views on cooperative learning The study aims to investigate Indonesian teachers’ and students’ views on cooperative learning, when compared to the regular teaching method (lecturing), and to explore factors influence the implementation of cooperative learning. Aniva Kartika, University of Surabaya, Indonesia |
Victoria 2
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5d: Experiential session Handheld computers and cooperative learning, what a pair! Handheld computers are an exciting tool in many schools. This session will show how cooperative learning can help these affordable devices be even more powerful as students share written work, web sites, mind maps, information from probes, and pictures easily and frequently. This session will be very hands on. Forty handhelds will be available so participants can understand the software, device and cooperative learning’s place in effective usage. Michael N. Flynn, Success Link, USA |
Empress 3
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5f: Experiential session Computer supported intentional learning experiences and cooperative learning: the web based “chat room”. This "experiential" session will provide hands-on activities utilizing an asynchronous web-based "chat room" environment. Cooperative learning will be emphasized in all activities, especially positive interdependence in distance communication. Software will be distributed to participants. Lawrence W Sherman, Miami University, USA |
Empress 1
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5g: Experiential session Three approaches to cooperative learning: lessons, structures and group work Participants experience and evaluate three approaches to cooperative learning: Cooperative Learning Lessons, Cooperative Learning Structures, and Group Work. Participants evaluate the three approaches along six dimensions using a variety of structures and group work. Spencer Kagan, Kagan Publishing and Professional Development, USA |
Empress 2
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5h: Experiential session Parent, Teacher and Child Triangle – Cooperative Learning The three facilitators have worked together for over ten years, developing teaching programmes for parents and children in Singapore. Their practical session, based on children’s literature, demonstrates the application, theory and benefits of active parent involvement in early literacy experiences. Julia Gabriel, Julia Gabriel Communications Pte Ltd, Singapore Fiona Walker, Chiltern House, Singapore Zee Kavanagh, Julia Gabriel Communications Pte Ltd, Singapore |
Esplanade 1
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End of Day 2
Day 3
Thursday 24 June
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Keynote 4 Second document: Begin with the Teacher.doc Educators know that the goal of any good instructional approach is student learning and achievement. But a highly effective way to create sustained implementation of cooperative learning—and one often ignored—is to focus on teachers and how they learn a new practice, how they adapt innovations through their beliefs, and how they use new knowledge to transform their teaching and sense of themselves as professionals. This keynote address will examine some key trends and approaches in professional development that cultivate teacher learning and sustained professional growth in schools. There is a need to understand teachers’ practical knowledge about cooperative learning so that long-term professional development efforts can withstand pressures to return to traditional methods when professional support structures may no longer be in place. Celeste Brody, Instructional Dean, Central Oregon Community College, USA Co-President, IASCE |
Empress Room
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Concurrent Sessions
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Sessions |
Venue |
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6a: Paper session Influence of setting and scaffolding on EFL/ESL story writing Can the adoption of a social constructivist model and differentiated scaffolding promote or hinder EFL/ESL children’s story writing and creative expression? Answers to these questions based on an 18-month investigation will be offered. *Sandy Shum So Po, City University of Hong Kong, Hong Kong (Chair) Gertrude Tinker Sachs, Georgia State University, USA This study examines the effect of scaffolded computer-supported collaborated writing in enhancing pupil’s performance in Chinese essay writing. Ng Keow Eng, Tan Seng Chee, NIE/NTU, Singapore |
Victoria 2
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6b: Paper session An Experiential approach in training students. Instead of writing business plans, EXTEND Programme allows Ngee Ann Polytechnic’s final-year entrepreneurship students to serve as mentors to secondary school students to initiate, manage and develop entrepreneurial ventures. *Joseph Seet, Ngee Ann Polytechnic, Singapore (Chair) Our students should be able to learn from their experiences! They should be empowered to apply pragmatic classroom knowledge and learn in a cross-cultural context and setting in a variety of ways. Christopher Lee, Tay Puay Jee, Gan Geok Hong, Tan Lay Hong, Institute of Technical Education (East Bedok), Singapore |
Victoria 1
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6c: Experiential session The art and science of flexible grouping Join Kathryn and Corda for ninety minutes of fun, cooperation and collaboration as you experience with peers, ways to group learners for maximum learning. In this session we will explore the concept of varying learning by content, process and product. You will experience flexible groups based on readiness, interest or learning profile. Kathryn Markovchick, Corda Ladd, Maine Support Network, Readfield, Maine, USA |
Empress 2
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6d: Paper session Vocabulary acquisition for university students through CL This presentation introduces and discusses cooperative tasks for learning academic vocabulary. The tasks include students’ presentations of definitions, collocations, etymology of the target words as well as vocabulary learning strategies, group writing, and group quizzes. *Akiko Fukao, International Christian University, Japan (Chair) Learning to cooperate and communicate through game-format classroom: A method of teaching foreign language for college students This paper describes a classroom-tested teaching method in Japan. Utilizing a game format, it builds intra-group cooperation as well as inter-group competition. This method motivates college students to communicate in English even in large classes. Tetsuro Fujii, Jikei Medical University, Japan Active activities in action – Cooperative learning in language labs Listening comprehension can be more active an experience in groupwork. Interaction with peers is helpful in understanding difficult listening materials, and technology can facilitate cooperative learning activities even in a traditionally individual learning environment. Harumi Kawamura, Nanzan University, Japan |
Connaught 2
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6e: Experiential session Cooperative learning teacher training as part of the Malaysian Schools CFBT English Language project This workshop provides an overview of and a reflection on a twelve-hour Cooperative Learning Course being offered by CfBT to assist and support English teachers in rural Malaysia. Various cooperative learning activities and techniques are employed. Gary Smith, Centre for British Teachers, Malaysia |
Empress 3
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6f: Experiential session How well does cooperative learning travel? The increase in worldwide inservice programmes in cooperative learning calls for careful consideration of the essential elements of cooperative learning and of ways to present them in different countries. In this workshop participants will (1) explore the elements they value as essential for qualitative understanding of cooperative learning; (2) design several ways of presenting these elements to ensure systematic and effective education for teachers in different countries and in different settings. Yael Sharan, GRIP, Israel |
Empress 1
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6g: Panel session Building cooperation in schools: TEACH ME’s perspective The first paper describes the organizational structure of TEACH ME Services (Therapy and Educational Assistance for Children in Mainstream Education) and how they provide support services that cater to the educational, rehabilitative and social needs of their clients. The other two papers showcase case studies of how schools have contributed to their integration efforts. G. Jamuna Rani, S Devarajan, Bernard Mackenzie, AWWA TEACH ME Services, Singapore |
Victoria Suite
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6h: Roundtable session Roundtable 1 Introducing the Japanese Association for the Study of Cooperation in Education (JASCE) JASCE is a new association for promoting the Cooperative Learning movement in Japan. This session
reports on the association’s recent activities and seeks advice from other countries’ educators for its
development.
Kazuhiko Sekita, Soka University, Japan Jane Nakagawa, Aichi Kyoiku University, Japan Satoru Yasunaga, Kurume University, Japan Shuji Sugie, Chukyo University, Japan Roundtable 2 The Nicosia share-a-square school…an enzyme for the Cyprus solution A cooperative school for the political elite in Cyprus’s divided capital is a novel and revolutionary paradigm. With time, it could spark cognitive dissonance within the two governments that would expedite that island’s reconciliation process. Mills M Chapman, Stanford University, USA Roundtable 4 Cross-curricular integration: modeling the process to trainee teachers ECU integrates aspects of its BEd (Primary) programme to improve teachers’ integration of content and assessment across disciplines in schools. Teacher educators can share collaborative practices with colleagues in this interactive session. Terry Hopkins, Edith Cowan University, Australia Roundtable 5 Talking to the air: The effect of technology on discussion This roundtable will explore what happens when book discussion groups take place on-line rather than face-to-face in the classroom. What is lost and what is gained? What are the implications for teaching and learning? Dena G. Beeghly, West Chester University, USA |
Esplanade 1
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Concurrent Sessions
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Sessions |
Venue
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7a: Paper session Leading internet-mediated communities of practice What is required to successfully facilitate, moderate and lead online communities of practice in in-service teacher education? This paper examines the management and leadership in 6 successful Internet-mediated teacher communities of practice. *Bronwyn Stuckey, University of Wollongong, Australia (Chair) Making Online Collaborative Learning for In-service teachers a success This paper describes efforts in working with in-service teachers at the National Institute of Education, who used a technology supported cooperative learning environment for brainstorming, prewriting and producing a group project in partial fulfillment of their course requirements. Marissa Wettasinghe, NIE/NTU, Singapore |
Victoria 1
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7b: Experiential session The syntax of creative teaching: What creative teachers do and how they do it This session summarizes the present state of findings from an ongoing research project designed to identify the resources and strategies of highly effective and creative teachers. A practical framework is offered as a means to maximize effective and creative teaching. Dennis Sale, Singapore Polytechnic, Singapore |
Empress 3
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7c: Paper session A comparative study of peer and self-assessment in cooperative groups in English language courses This paper explores the possibilities of peer and self-assessment within the context of cooperation in foreign language learning. It aims at extending discussion on the cognitive value of assessment in a cooperative setting. *Putintseva Tatyana, Koryo International College, Japan (Chair) That’s not the way we do it: The effects of cultural and social factors on cooperative learning This presentation deals with the cultural and environmental factors which may inhibit interaction during cooperative jigsaw activities. The presenter will report on the results of a longitudinal study in cooperative learning behavior among university EFL students. Peter Gobel, Kyoto Sangyo University, Japan |
Victoria Suite |
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7d: Experiential session Cooperative learning facilitation techniques for pupils The use of Kagan’s Cooperative Learning Structures to teach the students the art of facilitating their own project work discussions. These are the structures:
Usha Jeyarajah, Gloria Gurung, Christina Tan, CHIJ St. Nicholas Girls’ School, Singapore |
Empress 1
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7e: Experiential session Read to write! Using innovative approaches to teach reading and writing Come and experience the fun and joy in using Cooperative Learning strategies in the teaching of reading and writing in a classroom. Participants will be engaged with hands- on activities and ideas which really work well in Singapore’s context. Tang Sok Mei, Kong Hwa Primary School, Singapore |
Esplanade 1
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7f: Paper session Harnessing technology for cooperative learning This paper aims to demonstrate how technology can support and enrich cooperative learning in the classroom by examining teacher-training modules developed by the Educational Technology Division, Ministry of Education Singapore. *Mabel Chia, ETD, Ministry of Education, Singapore (Chair) Teachers on-line: Project work collaboration in a computer supported environment This paper documents how a group of high school teachers from different disciplines and schools used the Knowledge CommunityTM (KC) e-learning platform to collaboratively design project tasks for their students, and the challenges they faced. Angela Wong, Liu Woon Chia, Jarina Peer, Quek Choon Lang, NIE/NTU, Singapore Teachers learning and working together in research and evaluation In this paper, the presenter will share her findings in teachers’ learning and working together in research and evaluation projects. Teachers were encouraged to adopt the CL approach in their lifelong learning for professional development and personal growth. Lui Hah Wah, Elena, NIE/NTU, Singapore |
Connaught 2
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7g: Panel session The past and future of cooperative learning: Perspectives from leaders in the IASCE Celeste Brody, Central Oregon Community College, USA; Co-president, IASCE Lynda Baloche, West Chester University, USA; Co-president, IASCE Yael Sharan, GRIP, Israel; Co-founder, IASCE Richard Schmuck, University of Oregon, USA; Co-founder, IASCE |
Empress 2
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Cancelled Sessions
Cooperative learning and its role in the rise of creativity from Islam’s viewpoint
This paper tries to express the importance of cooperative learning by searching in Islamic education system by studying the role of this type of learning in establishing motivation for the growth and development of creativity among students.
Tayyebeh Emamjomeh, Azam Molleenezhad, Ministry of Education, Iran
Cooperative learning and teacher education
The presentation deals with the responsibilities of prospective and practising teachers in the Faculty of Education. It focuses on the phases of Teaching Practice Supervision and the problems faced by the prospective and practising teachers.
Leela Pradhan, Tribhuvan University, Nepal
Cooperative learning in Biology: The effect of computers
This paper presents the results of a study which examine the role of computers on achievement in biology. Effects were examined for condition, ability-level, gender and school. A number of interesting effects were observed.
S Sivaraj Pandian, Arunachal University, India
Cooperative learning and teacher education
The focus of this paper is the intersection of curriculum and classroom practice and their current and ideal impact on students’ learning and assessment. The paper also argues the need for exploring the coherence of students’ classroom practice, and in managing their learning in different context and discipline.
Santhi Aanand, A Mohanarathinam, Karpagam Polytechnic College, India
Multi-sensory experiences in cooperative interaction
An experiential session involving pair interaction using non-standard communication senses and modes. Follow-up discussion will relate these experiences to aspects of Gardner’s model of Multiple Intelligences and examine other educational implications.
Theodore S Rodgers, University of Hawaii, USA
The effects of reciprocal peer tutoring strategies on the learning outcomes of Malaysian high school students
This study examined the effects of different peer tutoring conditions on the learning outcomes among Malaysian students. Since, in general, Malaysian students have little experience with cooperative learning strategies in the classroom, it seems critical to examine how peer tutoring can be most effectively structured. Results indicated that Malaysian students benefited from the more structured peer tutoring both in comprehension and level of questions asked.
Hairul Nizam Ismail, Universiti Sains Malaysia, Malaysia
Peer mediation – another alibi project or a successful approach towards conflict resolution in schools
Recently peer mediation programmes in schools have gained popularity in German speaking countries. High expectations often lead to disappointing experiences. Reasons for failures of these programmes as well as new and improved approaches are presented.
*Barbara Friehs, University of Graz, Austria (Chair)
Joint Arab-Israeli School
The NIR School of the Heart www.nirschool.org is a comprehensive experiential co-existence programme where Israelis, Palestinians, Jordanians and Egyptians share their knowledge, studying science and medicine together in order to overcome their deeply ingrained antagonisms.
Haggai Borkow, Channel Storm, Israel
A new type of school – Our school
A school “of the people and for the people,” designed to facilitate the ‘creation’ of vastly empowered humans who will then create vastly better societies will be discussed.
Haggai Borkow, Channel Storm, Israel