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Read and translate

            Marian Matthews

The advocates of cooperative learning (the Johnsons ) cite numerous benefits for gifted students, but sometimes students themselves tell a different story.

What Do Gifted Students Say?

I asked the students about some of the benefits for cooperative learning. For example, they believe that because gifted students may have to explain material to others, they will have higher-level processing of the material themselves. Other advantages the Johnsons cite include increased social skill behaviours (how to work with others, communicate effectively, form trusting relationships, resolve conflicts, and provide shared leadership in the group) and improved self-esteem, attitudes toward school, and acceptance of differences.

The responses of the gifted students are interesting. Here's what the students I interviewed have to say.
About explaining material. First, they have a hard time understanding why other students can't grasp material that they have no difficulty with. They also resent having to explain the material to students who won't listen to them.

What's the point in me explaining it; he's there listening to everything we're saying when we're in our group ... so why doesn't he just hear what we're saying, you know, instead of singling him out and then explaining and you know he's not even listening to you.

Gifted students also resent the time taken away from their own learning to work with uncooperative students. They enjoy explaining material if a student wants to learn but get frustrated if it is hard for the other student to understand:

If they seem interested then you'll explain it ... at least you feel like they got something out of it. You feel frustrated because they can't get it as easy as you, even though they're trying as hard as they can.

None of the 15 interviewed students say that they understand the material better themselves after explaining it to others. As one points out:

When you explain it, you want to do it real fast because you're bored or something and you might leave out something real important and the kid doesn't get all of it [as a result]. And then you say, `Do you get it now?' and because you're going so fast, the kid goes, `Yeah, yeah, yeah,' and you just go on with it.

These gifted students see no benefits for themselves, and they recognize how their being bored with the material could hurt another student.

About social skill behaviours. The gifted students were supposed to divide the work equally among all the group members, but they were concerned about quality. A student comments:

You split up the work and say, “You do this,” and “You do that,” but sometimes the other person doesn't do it or doesn't do it at all well ... [In that case] you feel that you should do it again because it's real bad and you'll probably get a worse grade.

One student comments:

I did a project last year and I spent half of my time explaining to the others in the group what to do and they just sat there reading magazines in the library all the time. I did all the work and still got a D on it because they did absolutely nothing.

As a result of this experience, this student had a negative attitude toward fellow group members.

About cooperative learning in homogeneous groups. Silverman suggests that gifted students will learn humility and democratic values much better by being placed with their intellectual peers (see Willis 1990). The students in this study were much less negative about cooperative learning when working with students on their level:

If we're all on the same level we just help each other. If one kid knows more on one subject, he teaches the other ones, and if another one knows another subject, he just tells them what he knows. I don't think we have a dominant person. [in that case].

Gifted students feel that there might be a competition for leadership of the group if all group members are on the same level, but “when you're in a situation like that ... it's more a friendly competition ... more like compromise.”
The students also discuss the issue of trust when working with peers:

You feel more relaxed because you know you won't have to do all the work ... we're good at different things.... If you work in a group with someone that you know that isn't scared or ashamed to say, “I think we should do it this way.” You might fight over it for a little while but eventually.... If you know that they're on the same level as you then you think they're going to come up with an idea that's just as good so it's easier to have confidence in them ....”

advocate 1. ['ædvəkət] защитник; сторонник, приверженец (точки зрения, образа жизни)

advocate ['ædvəkeɪt] отстаивать, выступать в поддержку, пропагандировать (взгляды, позицию)

cite - ссылаться, приводить пример, цитировать;

benefit - выгода; польза; прибыль; преимущество

processing – обработка

resolve [rɪ'zɔlv]  а) решать, разрешать

self-esteem [ˌselfɪ'stiːm] самоуважение; чувство собственного достоинства

attitude to ['ætɪt(j)uːd] – отношение

response [rɪ'spɔn(t)s] ответ, отклик

shared leadership совместное руководство

grasp [grɑːsp] схватывать

resent [rɪ'zent]/ негодовать, возмущаться; обижаться

What is the point in? С какой радости?

single out выделять - If you single someone out from a group, you choose them and give them special attention or treatment.

get frustrated [frʌ'streɪt]/ 1. 1) расстраиваться

even though - даже если, хотя

point out - подчёркивать, выделять

real = really

leave out - пропускать, опускать, не включать

 get - понять, осознать; выяснить

recognize - осознавать; признавать, отдавать себе отчёт (в чём-л.)

be supposed должен, быть обязанным

be concerned about smth. беспокоиться, заботиться о чем-л.

homogeneous [ˌhɔmə'ʤiːnɪəs]/ 1) однородный;

humility [hjuː'mɪlətɪ]/ 1) повиновение, подчинение, покорность, смирение, скромность, peer I [pɪə]/ 1. 1) ровня, равный (по положению, способностям) ; ровесник, сверстник

compromise ['kɔmprəmaɪz]/ 1. 1) компромисс; соглашение (на основе взаимных уступок

2. The words by heart
3. Stative verbs for dictation
4. Систематизировать материал о past tenses 
5. Corrections