The Teacher's Role in Implementing Cooperative Learning in the Classroom
Editors: Gillies, Robyn M., Ashman, Adrian, Terwel, Jan (Eds.)
Free Preview- Elaborates the potential that group discussion holds for promoting thinking and learning among students;
- Brings together leading international researchers whose work demonstrates how theory and practice interact to inform successful group work in the classroom.
- Emphasizes the key role that teachers play in promoting discourse during cooperative learning and to promote student engagement and learning during small group learning
- Provides specific examples of how cooperative learning can be established in classrooms to promote discussion, problem solving and learning among students with diverse learning and social needs
- Demonstrates the practical applications of cooperative learning pedagogy showing links with both theory and research.
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- About this book
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Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. Although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing.
The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of the challenges and issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.
- Table of contents (12 chapters)
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Social Interdependence Theory and Cooperative Learning: The Teacher's Role
Pages 9-37
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Beyond the Classroom and into the Community: The Role of the Teacher in Expanding the Pedagogy of Cooperation
Pages 38-55
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Pupil Grouping for Learning: Developing a Social Pedagogy of the Classroom
Pages 56-72
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Structuring Peer Interaction to Promote Higher-Order Thinking and Complex Learning in Cooperating Groups
Pages 73-91
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Cooperative Learning and Literacy Instruction in Middle Level Education
Pages 92-109
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Table of contents (12 chapters)
- Download Sample pages 1 PDF (599.1 KB)
- Download Table of contents PDF (59.7 KB)
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Bibliographic Information
- Bibliographic Information
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- Book Title
- The Teacher's Role in Implementing Cooperative Learning in the Classroom
- Editors
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- Robyn M. Gillies
- Adrian Ashman
- Jan Terwel
- Series Title
- Computer-Supported Collaborative Learning Series
- Series Volume
- 8
- Copyright
- 2008
- Publisher
- Springer US
- Copyright Holder
- Springer-Verlag US
- eBook ISBN
- 978-0-387-70892-8
- DOI
- 10.1007/978-0-387-70892-8
- Hardcover ISBN
- 978-0-387-70891-1
- Softcover ISBN
- 978-1-4419-4364-4
- Series ISSN
- 1573-4552
- Edition Number
- 1
- Number of Pages
- X, 267
- Topics
