Table of Contents To the reader 5-5 Acknowledgement 5-5 Introduction 6-7 Chapter 1 – THE BASIC PRINCIPLES OF CO-OPERATIVE LEARNING 8-33      1.1. What makes the structure of learning co-operative? 8-8      1.2. The paradigmatic nature of co-operative learning 8-9      1.3. Flexible and open structures built on co-operation 9-13      1.4. Personally inclusive parallel interaction 13-15      1.5. Constructive and encouraging interdependence 15-16      1.6. Equal access and participation 17-19      1.7. Personal responsibility and individual accountability 19-23      1.8. Critical and reflective publicity provided step by step 23-27      1.9. Consciously improved personal and social competencies 27-29      1.10. Conscious development of cognitive and academic competencies; setting academic goals 29-33 Chapter 2 – THE SIGNIFICANCE OF CO-OPERATIVE MICRO-GROUPS 34-44      2.1. What is a micro-group? 34-34      2.2. Micro-group as a basic co-operative structural unit 34-36      2.3. Micro-groups as the personal space of learning together 36-38      2.4. Micro-groups as the space for continuous, conscious and spontaneous feedback in... 38-39      2.5. Micro-group as the community core of learning together 40-41      2.6. Micro-group as the guarantee of individualisation 41-42      2.7. Possible options for creating micro-groups 42-44 Chapter 3 – COOPERATIVE ROLES 45-52      3.1. The significance of cooperative roles 45-45      3.2. Cooperative role as a rule of behaviour 45-47      3.3. Cooperative role as structural tool 47-48      3.4. Cooperative role as the complex development tool of personal and social competence 48-49      3.5. Cooperative role as a tool of instruction 49-52 Chapter 4 – TEACHERS’ ROLE IN ENAHCNING COOPERATIVE LEARNING 53-60      4.1. Shaping teacher’s attitude 53-54      4.2. New teacher’s roles: monitoring, intervention, correct 55-56      4.3. Attitudes facilitating cooperative learning 56-59      4.4. Towards cooperative schools 60-60 Chapter 5 – BASIC CO-OPERATIVE STRUCTURES 61-76      Introduction 61-61      5.1. Student quartet (trio, quintet) 61-64      5.2. Round Robin and its variations: poll, window, roundtable 64-66      5.3. Group Round Robins 67-70      5.4. Group jigsaw 70-73      5.5. Expert jigsaw 73-76 Chapter 6 – FURTHER CO-OPERATIVE STRUCTURES 77-88      Introduction 77-77      6.1. Paper and scissors 77-78      6.2. Tree of expectations 78-82      6.3. Guided collage jigsaw 82-84      6.4. Pair of pairs 84-87      6.5. Parallel expert jigsaw 87-88 Chapter 7 – APPENDIX 89-105      7.1. Fears and prejudices against co-operative learning 89-101      7.2. A collection of the co-operative structures in the handbook 101-105 References 106-106