穨Review. Pdf

Appendix A
: Teacher Training in Cooperative Learning 
The 40-hour of teacher training in cooperative learning consisted of 20 sessions, 
scheduled every other week from September 1999 to June 2000. The participants 
learned cooperative learning via cooperative learning, which included (1) the 
presentation of theory and philosophy of cooperative learning; (2) demonstration of 
cooperative methods; and (3) peer teaching. 
1. 
Presentation of theory: The teachers in the training program learned the 
theories of cooperative learning through reading the book by Kessler 
(1992), the articles by Kagan (1995), Mickan (1997), and McGroarty 
(1993). The theoretical background of cooperative learning was learned 
through actual cooperative learning methods like Jigsaw I (Slavin, 1990), 
Jigsaw II, Inside-Outside Circle, and TGT. The teachers learned about 
cooperative learning via actual cooperative learning methods in the first 
seven sessions of the workshop. 
2. 
Demonstration of cooperative learning methods: After the teachers were 
familiarized with cooperative learning, the researcher started to model 
cooperative learning by showing the videotapes of her own teaching in 
college. In addition to showing the videotapes, the researcher also 
taught some lessons from the book of Idioms Through Culture Skills 
(Bennet, 1999), focusing on the four aspects of communicative 
competence, i.e. the linguistic, sociolinguistic, discourse, and strategic 
competences. The methods of TGT, Inside-Outside Circle, and 
Mountain Climbing Chart were utilized in the researcher’s demonstration.
There were four sessions of demonstration. 
3. 
Peer teaching: The peer teaching started on the 12
th
sessions of the 

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workshop. The participants were grouped to peer teach. Each group 
was scheduled to teach one lesson of their own choice from the book 
Idioms Through Cultural Skills (Bennet, 1999). Through the peer 
teaching, the participants were encouraged to adopt or adapt the methods 
that they had learned from the workshop. Peer evaluation was carried 
out after the presentation. The researcher also provided feedback and 
suggestions for their future presentation.
Followed by the one-year workshop, there was a one-semester classroom 
observation, through which peer coach and expert coach were available to make the 
teachers’ learning solid. As the teachers had opportunities to observe and coach 
each other, they could provide essential support to ensure that they continued to 
acquire the methods and developed new strategies tailored to their own situations.
During the stage of classroom observation, an atmosphere of collegial trust and 
candor was developed through (1) clear observation criteria, (2) reciprocal, focused, 
non-evaluative classroom observation, and (3) prompt constructive feedback on those 
observations (Brown, 2001).

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