LET
LET
LET
Round table
- Quiet, informal group (4-5 students)
1. Committee who sit around a table, conversing
- Small group working together in a either among themselves or with an
common venture for a given period of audience.
time. (Chooses representative to 11. Forum
report.) - Panel approach but with audience
2. Brainstorming 12. Jury Trial
- Elicit large number of imaginative ideas - Simulates court room which evaluates
or solutions to open-ended problems issues.
without being judged. 13. Majority-rule decision making
3. Buzz session - Arriving at an agreement which select
- Group members can discuss their an individual for a task based on the
opinions without fear of being wrong wishes of the majority.
or ridiculed for holding unpopular 14. Consensus-decision making
position. - Requires all members to agree
- Bring new information to correct 15. Composite Report
misconceptions - Summarizes works of all members and
4. Debate is presented through oral or written.
- Two positions in a controversial issue 16. Agenda
are presented formally - Formal method of organizing a task
5. Panel
- Present information on an issue, and Group elements to be considered to maintain good
will arrive at a group consensus. discipline:
6. Symposium
-participants are expected to represent a 1. Dissatisfaction with classroom work
particular position and try to convince - The work is too easy or too difficult.
others in untimed manner. The work load is too light or too heavy.
Assignments are poorly planned or
7. Role playing and improvisation poorly explained. Work is badly
- Stepping outside of one’s own role and scheduled, badly sequenced or
feelings and placing oneself in confusing,.
another’s situation. 2. Poor interpersonal relations
- Exploring intergroup attitudes and - Problems are caused by friendships or
values. tensions among individuals, cliques, or
8. Fish bowl subgroups; by badly filled group roles,
- Sits in a circle with two seats in the and by student-teacher friction.
center, and those who seats on the 3. Disturbance in group climate
center will share his/her viewpoints. - The climate is punitive, tinged with
9. Critiquing session partiality, too competitive, too
- Examination of members’ work by the exclusive.
group 4. Poor group organization
- Offers constructive comments and - The group is characterized by too much
suggestions. autocratic pressure or too little
supervision and security. The group is
too highly organized or too 2. Complex Rehearsal Strategies (Focusing)
unstructured. - Making appropriate choices or
5. Sudden changes and group emotions selections (such as knowing what to
- The group is experiencing high level of copy when the teacher explains
anxiety. Contemporary events lead to something or what to underline or
unusual depression, fear or excitement. outline while reading).
3. Basic Elaboration Strategies
Cognitive Structures by Charles Letteri - Relating two or more items (such as
nouns and verbs)
1. Analysis (field dependence-independence)
4. Complex Elaboration Strategies
- The ability to break down information
- Analyzing or synthesizing new
into component parts, for the purpose
information with old information.
of identification and categorization.
5. Basic Organizational Strategies
2. Focusing (scanning)
- Categorizing, grouping, or ordering new
- The ability to select relevant or
information
important information without being
6. Comprehension Monitoring
distracted or confused by irrelevant
- Checking progress, recognizing when
secondary information
one is on the right track or confused,
3. Comparative Analysis (reflective-
right or wrong.
impulsivity)
7. Affective Strategies
- The ability to select a correct item from
- Being relaxed, yet alert and attentive
among several alternatives and to
during a test situation and when
compare information and make proper
studying.
choices.
4. Narrowing (breadth of categorization) Time in Classroom and School
- The ability to identify and place new
information into categories through its 1. Mandated Time
attributes. - Number of days and hours in the school
5. Complex-cognitive (complexity-simplicity) calendar specified by state and school
- The ability to integrate complex district laws.
information into categories through its 2. Allocated Time
attributes. - Maximum possible time that might be
6. Sharpening (sharpening-leveling) spent in subject areas. Portion of time
- The ability to maintain distinctions in school allocated to different subjects
between cognitive structures and to and other activities.
avoid confusion and overlap. 3. Academic Instruction Time
7. Tolerance (tolerant-intolerant) - Time teacher actually spends in class
- The ability to monitor and modify giving instruction
thinking, the ability to deal with 4. Academic Engaged Time
ambiguous or unclear information - Time the students spend in performing
without getting frustrated. academic work.