Cover -- Title -- Copyright -- Dedication -- Contents -- Meet the Authors -- Paul J. Vermette -- Cynthia L. Kline -- Prologue: The Real Question: "Why Should You Read this Book?"--Introduction and Welcome -- Why Do We Promote Cooperative Learning and the Dual Objective? -- Three Important Concepts + One Model -- In Closing -- Prologue Big Ideas -- 1 Well-Structured Cooperative Learning: What? So What? -- What is Cooperative Learning? -- A Concept Test on the Application of Cooperative Learning -- Cooperative Learning Outcomes -- In Closing -- Chapter 1 Big Ideas -- 2 The Dual Objective Model: How Do We Implement Well-Structured CL? -- Introduction -- The Dual Objective at Work -- Frequently Asked Questions (Q & A) About the Dual Objective Model -- In Closing -- Chapter 2 Big Ideas -- 3 What Do the Students Do in CL Groups? -- Introduction -- (Student) Talk: Why Do We Want it in Our Classrooms? Does How Much Matter? -- Student Talk in Learning Activities: How Do Different Types Matter? -- Introducing the Affective Component -- Student Talk: What Are 100 Products Which Students Can Create Together? -- Examining Lee's Day: Shadowing a Student to "See" Her Talk -- Using Established Frameworks to Invent Team Activities -- Team Self-Assessment (Group Processing) -- In Closing: A Checklist for Good Activities -- Chapter 3 Big Ideas -- 4 How Does the Teacher Build Effective Teams? -- Introduction -- The Basics of Team Composition -- Three Pieces of Wisdom -- In Closing -- Chapter 4 Big Ideas -- 5 What Does the Teacher Do While Students Work? "From Well-Meaning and Intuitive to Systematic and Intentional"--Understanding "Systematic and Intentional" -- Student Team-Talk: Considering Interventions and Feedback -- Two More Applications: Extending Transfer -- In Closing -- Chapter 5 Big Ideas