Cooperative Learning
Integrating Theory and Practice
Robyn M. Gillies
- The University of Queensland, Australia
If you’re in the Americas, please visit our Sage College Publishing website to purchase or sample this book:
Go to College Publishing WebsiteDescription
"Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together."
—Ted Wohlfarth, PSYCCRITIQUES
"This text's greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful."
—Nancy L. Markowitz, San Jose State University
Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem—solving, and learning during cooperative learning.
Key Features
- Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing.
- Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning.
- Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities.
- Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy.
Intended Audience
This is an excellent supplementary text for several undergraduate and graduate level K—12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K—12 teaching methods courses.
Talk to the author! r.gillies@uq.edu.au
Contents
1. Cooperative Learning In Schools
- Introduction and Learning Objectives
- Case Study: The Case of Tom
- Introducing Cooperative Learning
- Group Task
- Grouping Practices
- Promoting Student Discourse
- Cooperative Learning Pedagogy in the Classroom: Teacher’s Role
- Effective or Expert Teachers
- The Impact of Mandatory Testing On Cooperative Learning
- Specific Requirements of the No Child Left Behind (NCLB) Law
- Why Test?
- What Happened?
- Teachers’ Perceptions of Mandatory Testing
- The Case Against Testing
- Is Mandated Testing Working?
- The Potential to Transform Schools: Using Cooperative Learning Pedagogy
- Case Study: Transforming a School: A Principal’s Story
- School-Wide Cooperative Learning
- Teachers Reported Satisfaction with Cooperative Learning
- A Comprehensive School Reform Model
- Structure and Content: Overview of the Chapters That Follow
- Chapter Summary
- Practical Activities
2. Key Components in Establishing Successful Cooperative Groups
- Introduction and Learning Objectives
- Case Study: An Example of Cooperative Learning in a First Grade Classroom
- Cooperative Learning
- Positive Interdependence
- Practical Activity: Ways of Structuring Positive Interdependence
- Promotive Interaction
- Practical Activity: Ways of Promoting Interaction
- Individual Accountability
- Practical Activity: Ways of Ensuring Individual Accountability
- Interpersonal and Small Group Skills
- Practical Activity: Ways of Ensuring that Children Learn Interpersonal and Small Group Skills
- Group Processing
- Practical Activity: Ideas for Group Processing
- How Long Should Students Work In Cooperative Groups?
- Five Key Components for Structuring Cooperative Learning Groups
- Bringing It All Together: Understanding the Research
- Low-Ability Children
- Affective Development
- What is Cooperative Learning?
- The Role of the Teacher in Establishing Cooperative Learning
- Chapter Summary
- Practical Activities
3. Teachers’ Discourse to Promote Student Thinking and Learning
- Introduction and Learning Objectives
- Case Study: Teacher’s Dialogue with a Small Group of Students
- Teachers’ Discourse During Whole-Class, Small Group, and Cooperative Learning
- Whole-class Versus Cooperative Learning
- Small-Group Versus Cooperative Learning
- Communications Skills and Cooperative Learning
- Types of Mediated Learning
- Pedagogical Practices That Promote Thinking
- Case Study: An Exchange between a Teacher and One of the Small Groups in her Fifth Grade Class
- Case Study: A Discussion among Students in a Small Group
- Case Study: An Exchange between an Eleventh Grade Teacher and a Small Group of Students
- Case Study: A Group Discussion among Eleventh Grade Students
- Other Ways of Challenging Students’ Thinking and Facilitating Interactions
- Creating the Learning Environment
- Practical Activity: Ways of Creating a Cooperative Learning Environment
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
4. Strategies to Promote Student Discourse
- Introduction and Learning Objectives
- Strategies for Helping Students to Dialogue Together
- Reciprocal Teaching
- Case Study: An Example of the Four Reciprocal Teaching Strategies
- Practical Activity: Ways of Teaching Reciprocal Teaching Strategies to Students
- Practical Activity: Ideas for Establishing Audience Roles
- Collaborative Strategic Reading
- Practical Activity: Ways of Introducing CSR to Students to Enhance their Understanding of Text
- Scripted Cooperation
- Guided Reciprocal Peer Questioning
- Ask To Think-Tel Why Strategy
- Case Study: Example of Fifth Grade Students Dialoguing Together Using the Ask to Think-Tel Why Questioning Strategies
- Self-Regulated Strategy Development
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
5. Group Composition
- Introduction and Learning Objectives
- Harnessing the Power of the Group: Productive Small Groups
- Case Study: Students’ Perceptions of Mixed-Ability Groupings in Their Classroom
- Ability Groupings
- Catering For Students with Diverse Needs
- Practical Activity: Ideas for Establishing Mixed-Ability Groups
- Gender Groupings
- Teachers’ Perspectives on Grouping Students
- Friendship Groupings
- Practical Activity: Ideas for Establishing Friendship Groups
- Status
- Case Study: Enhancing Mandy’s Low-Status in her Group
- Multiple Intelligences
- Interest Groupings
- Surveying Students’ Interests
- Computer Technology Groupings
- Promoting Student Talk
- Case Study: Preparing a Power Point Presentation on Nicotine
- Practical Activity: Ideas for Establishing Computer Groupings
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
6. Assessing Small Group Learning
- Introduction and Learning Objectives
- Case Study: Teachers’ Reports on How They Assess Small Group Learning
- Formative Assessment
- Curriculum-Based Assessments
- Peer Assessment
- Computer-Supported Peer Assessment
- Practical Activity: Conducting Formative Assessments of Small Group Learning
- Summative Assessment
- Criterion-Referenced Assessments
- Authentic Assessments
- Using Authentic Assessments in Different Contexts
- Case Studies
- Portfolios
- Exhibitions of Performance
- Problem-Base Inquiries
- Problem-Based Learning Using Formative and Summative Assessments
- Key Points on Summative Assessments and their Purposes
- Practical Activity: Conducting Summative Assessments of Small Group Learning
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
7. Teachers’ Responsibilities in Establishing Cooperative Learning in their Classrooms
- Introduction and Learning Objectives
- Case Study: A High School Teacher’s Experience with Cooperative Learning
- Creating a Cooperative Learning Environment
- Student-Centered Learning
- Negotiate Expectations for Small Group Behaviors
- Developing Communication Skills for Group Discussion
- Specific Metacognitive Skills That Promote Discourse
- The Teacher’s Role In Promoting Mediated-Learning
- Developing Appropriate Helping Behaviors
- Choosing Tasks for Small Group Discussions
- Monitoring Students’ Progress and Evaluating Outcomes
- Case Study: Developing Criteria for Assessing Group Outcomes in Sixth Grade
- Chapter Summary
- Practical Activities
8. Future Developments in Using Small Groups
- Introduction and Learning Objectives
- Comprehensive School Reform (CSR)
- Case Study: Two Middle School Teachers’ Experiences with a Comprehensive School Reform Program
- The Implications of CSR Programs for Democratic and Learner-Centered Teaching Practices
- Student Participation in Negotiating Opportunities for Learning
- Practical Activity: Helping Schools Establish Positive Learning Environments
- The Impact of Computer Technology on Small Group Learning
- The Implications for Designing Classrooms of the Future
- The Importance of Teamwork and Communication
- Chapter Summary
- Practical Activities
Glossary
Glossary
References
References
Index
Index
About the Author
About the Author
Description
"Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together."
—Ted Wohlfarth, PSYCCRITIQUES
"This text's greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful."
—Nancy L. Markowitz, San Jose State University
Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem—solving, and learning during cooperative learning.
Key Features
- Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing.
- Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning.
- Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities.
- Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy.
Intended Audience
This is an excellent supplementary text for several undergraduate and graduate level K—12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K—12 teaching methods courses.
Talk to the author! r.gillies@uq.edu.au
Contents
1. Cooperative Learning In Schools
- Introduction and Learning Objectives
- Case Study: The Case of Tom
- Introducing Cooperative Learning
- Group Task
- Grouping Practices
- Promoting Student Discourse
- Cooperative Learning Pedagogy in the Classroom: Teacher’s Role
- Effective or Expert Teachers
- The Impact of Mandatory Testing On Cooperative Learning
- Specific Requirements of the No Child Left Behind (NCLB) Law
- Why Test?
- What Happened?
- Teachers’ Perceptions of Mandatory Testing
- The Case Against Testing
- Is Mandated Testing Working?
- The Potential to Transform Schools: Using Cooperative Learning Pedagogy
- Case Study: Transforming a School: A Principal’s Story
- School-Wide Cooperative Learning
- Teachers Reported Satisfaction with Cooperative Learning
- A Comprehensive School Reform Model
- Structure and Content: Overview of the Chapters That Follow
- Chapter Summary
- Practical Activities
2. Key Components in Establishing Successful Cooperative Groups
- Introduction and Learning Objectives
- Case Study: An Example of Cooperative Learning in a First Grade Classroom
- Cooperative Learning
- Positive Interdependence
- Practical Activity: Ways of Structuring Positive Interdependence
- Promotive Interaction
- Practical Activity: Ways of Promoting Interaction
- Individual Accountability
- Practical Activity: Ways of Ensuring Individual Accountability
- Interpersonal and Small Group Skills
- Practical Activity: Ways of Ensuring that Children Learn Interpersonal and Small Group Skills
- Group Processing
- Practical Activity: Ideas for Group Processing
- How Long Should Students Work In Cooperative Groups?
- Five Key Components for Structuring Cooperative Learning Groups
- Bringing It All Together: Understanding the Research
- Low-Ability Children
- Affective Development
- What is Cooperative Learning?
- The Role of the Teacher in Establishing Cooperative Learning
- Chapter Summary
- Practical Activities
3. Teachers’ Discourse to Promote Student Thinking and Learning
- Introduction and Learning Objectives
- Case Study: Teacher’s Dialogue with a Small Group of Students
- Teachers’ Discourse During Whole-Class, Small Group, and Cooperative Learning
- Whole-class Versus Cooperative Learning
- Small-Group Versus Cooperative Learning
- Communications Skills and Cooperative Learning
- Types of Mediated Learning
- Pedagogical Practices That Promote Thinking
- Case Study: An Exchange between a Teacher and One of the Small Groups in her Fifth Grade Class
- Case Study: A Discussion among Students in a Small Group
- Case Study: An Exchange between an Eleventh Grade Teacher and a Small Group of Students
- Case Study: A Group Discussion among Eleventh Grade Students
- Other Ways of Challenging Students’ Thinking and Facilitating Interactions
- Creating the Learning Environment
- Practical Activity: Ways of Creating a Cooperative Learning Environment
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
4. Strategies to Promote Student Discourse
- Introduction and Learning Objectives
- Strategies for Helping Students to Dialogue Together
- Reciprocal Teaching
- Case Study: An Example of the Four Reciprocal Teaching Strategies
- Practical Activity: Ways of Teaching Reciprocal Teaching Strategies to Students
- Practical Activity: Ideas for Establishing Audience Roles
- Collaborative Strategic Reading
- Practical Activity: Ways of Introducing CSR to Students to Enhance their Understanding of Text
- Scripted Cooperation
- Guided Reciprocal Peer Questioning
- Ask To Think-Tel Why Strategy
- Case Study: Example of Fifth Grade Students Dialoguing Together Using the Ask to Think-Tel Why Questioning Strategies
- Self-Regulated Strategy Development
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
5. Group Composition
- Introduction and Learning Objectives
- Harnessing the Power of the Group: Productive Small Groups
- Case Study: Students’ Perceptions of Mixed-Ability Groupings in Their Classroom
- Ability Groupings
- Catering For Students with Diverse Needs
- Practical Activity: Ideas for Establishing Mixed-Ability Groups
- Gender Groupings
- Teachers’ Perspectives on Grouping Students
- Friendship Groupings
- Practical Activity: Ideas for Establishing Friendship Groups
- Status
- Case Study: Enhancing Mandy’s Low-Status in her Group
- Multiple Intelligences
- Interest Groupings
- Surveying Students’ Interests
- Computer Technology Groupings
- Promoting Student Talk
- Case Study: Preparing a Power Point Presentation on Nicotine
- Practical Activity: Ideas for Establishing Computer Groupings
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
6. Assessing Small Group Learning
- Introduction and Learning Objectives
- Case Study: Teachers’ Reports on How They Assess Small Group Learning
- Formative Assessment
- Curriculum-Based Assessments
- Peer Assessment
- Computer-Supported Peer Assessment
- Practical Activity: Conducting Formative Assessments of Small Group Learning
- Summative Assessment
- Criterion-Referenced Assessments
- Authentic Assessments
- Using Authentic Assessments in Different Contexts
- Case Studies
- Portfolios
- Exhibitions of Performance
- Problem-Base Inquiries
- Problem-Based Learning Using Formative and Summative Assessments
- Key Points on Summative Assessments and their Purposes
- Practical Activity: Conducting Summative Assessments of Small Group Learning
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
7. Teachers’ Responsibilities in Establishing Cooperative Learning in their Classrooms
- Introduction and Learning Objectives
- Case Study: A High School Teacher’s Experience with Cooperative Learning
- Creating a Cooperative Learning Environment
- Student-Centered Learning
- Negotiate Expectations for Small Group Behaviors
- Developing Communication Skills for Group Discussion
- Specific Metacognitive Skills That Promote Discourse
- The Teacher’s Role In Promoting Mediated-Learning
- Developing Appropriate Helping Behaviors
- Choosing Tasks for Small Group Discussions
- Monitoring Students’ Progress and Evaluating Outcomes
- Case Study: Developing Criteria for Assessing Group Outcomes in Sixth Grade
- Chapter Summary
- Practical Activities
8. Future Developments in Using Small Groups
- Introduction and Learning Objectives
- Comprehensive School Reform (CSR)
- Case Study: Two Middle School Teachers’ Experiences with a Comprehensive School Reform Program
- The Implications of CSR Programs for Democratic and Learner-Centered Teaching Practices
- Student Participation in Negotiating Opportunities for Learning
- Practical Activity: Helping Schools Establish Positive Learning Environments
- The Impact of Computer Technology on Small Group Learning
- The Implications for Designing Classrooms of the Future
- The Importance of Teamwork and Communication
- Chapter Summary
- Practical Activities
Glossary
Glossary
References
References
Index
Index
About the Author
About the Author
Reviews
March 2007 | 288 pages | Sage US
| Format | Published Date | ISBN | Price |
|---|
"Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together."
—Ted Wohlfarth, PSYCCRITIQUES
"This text's greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful."
—Nancy L. Markowitz, San Jose State University
Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem—solving, and learning during cooperative learning.
Key Features
- Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing.
- Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning.
- Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities.
- Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy.
Intended Audience
This is an excellent supplementary text for several undergraduate and graduate level K—12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K—12 teaching methods courses.
Talk to the author! r.gillies@uq.edu.au
Table Of Contents:
- 1. Cooperative Learning In Schools
- Introduction and Learning Objectives
- Case Study: The Case of Tom
- Introducing Cooperative Learning
- Group Task
- Grouping Practices
- Promoting Student Discourse
- Cooperative Learning Pedagogy in the Classroom: Teacher’s Role
- Effective or Expert Teachers
- The Impact of Mandatory Testing On Cooperative Learning
- Specific Requirements of the No Child Left Behind (NCLB) Law
- Why Test?
- What Happened?
- Teachers’ Perceptions of Mandatory Testing
- The Case Against Testing
- Is Mandated Testing Working?
- The Potential to Transform Schools: Using Cooperative Learning Pedagogy
- Case Study: Transforming a School: A Principal’s Story
- School-Wide Cooperative Learning
- Teachers Reported Satisfaction with Cooperative Learning
- A Comprehensive School Reform Model
- Structure and Content: Overview of the Chapters That Follow
- Chapter Summary
- Practical Activities
- 2. Key Components in Establishing Successful Cooperative Groups
- Introduction and Learning Objectives
- Case Study: An Example of Cooperative Learning in a First Grade Classroom
- Cooperative Learning
- Positive Interdependence
- Practical Activity: Ways of Structuring Positive Interdependence
- Promotive Interaction
- Practical Activity: Ways of Promoting Interaction
- Individual Accountability
- Practical Activity: Ways of Ensuring Individual Accountability
- Interpersonal and Small Group Skills
- Practical Activity: Ways of Ensuring that Children Learn Interpersonal and Small Group Skills
- Group Processing
- Practical Activity: Ideas for Group Processing
- How Long Should Students Work In Cooperative Groups?
- Five Key Components for Structuring Cooperative Learning Groups
- Bringing It All Together: Understanding the Research
- Low-Ability Children
- Affective Development
- What is Cooperative Learning?
- The Role of the Teacher in Establishing Cooperative Learning
- Chapter Summary
- Practical Activities
- 3. Teachers’ Discourse to Promote Student Thinking and Learning
- Introduction and Learning Objectives
- Case Study: Teacher’s Dialogue with a Small Group of Students
- Teachers’ Discourse During Whole-Class, Small Group, and Cooperative Learning
- Whole-class Versus Cooperative Learning
- Small-Group Versus Cooperative Learning
- Communications Skills and Cooperative Learning
- Types of Mediated Learning
- Pedagogical Practices That Promote Thinking
- Case Study: An Exchange between a Teacher and One of the Small Groups in her Fifth Grade Class
- Case Study: A Discussion among Students in a Small Group
- Case Study: An Exchange between an Eleventh Grade Teacher and a Small Group of Students
- Case Study: A Group Discussion among Eleventh Grade Students
- Other Ways of Challenging Students’ Thinking and Facilitating Interactions
- Creating the Learning Environment
- Practical Activity: Ways of Creating a Cooperative Learning Environment
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
- 4. Strategies to Promote Student Discourse
- Introduction and Learning Objectives
- Strategies for Helping Students to Dialogue Together
- Reciprocal Teaching
- Case Study: An Example of the Four Reciprocal Teaching Strategies
- Practical Activity: Ways of Teaching Reciprocal Teaching Strategies to Students
- Practical Activity: Ideas for Establishing Audience Roles
- Collaborative Strategic Reading
- Practical Activity: Ways of Introducing CSR to Students to Enhance their Understanding of Text
- Scripted Cooperation
- Guided Reciprocal Peer Questioning
- Ask To Think-Tel Why Strategy
- Case Study: Example of Fifth Grade Students Dialoguing Together Using the Ask to Think-Tel Why Questioning Strategies
- Self-Regulated Strategy Development
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
- 5. Group Composition
- Introduction and Learning Objectives
- Harnessing the Power of the Group: Productive Small Groups
- Case Study: Students’ Perceptions of Mixed-Ability Groupings in Their Classroom
- Ability Groupings
- Catering For Students with Diverse Needs
- Practical Activity: Ideas for Establishing Mixed-Ability Groups
- Gender Groupings
- Teachers’ Perspectives on Grouping Students
- Friendship Groupings
- Practical Activity: Ideas for Establishing Friendship Groups
- Status
- Case Study: Enhancing Mandy’s Low-Status in her Group
- Multiple Intelligences
- Interest Groupings
- Surveying Students’ Interests
- Computer Technology Groupings
- Promoting Student Talk
- Case Study: Preparing a Power Point Presentation on Nicotine
- Practical Activity: Ideas for Establishing Computer Groupings
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
- 6. Assessing Small Group Learning
- Introduction and Learning Objectives
- Case Study: Teachers’ Reports on How They Assess Small Group Learning
- Formative Assessment
- Curriculum-Based Assessments
- Peer Assessment
- Computer-Supported Peer Assessment
- Practical Activity: Conducting Formative Assessments of Small Group Learning
- Summative Assessment
- Criterion-Referenced Assessments
- Authentic Assessments
- Using Authentic Assessments in Different Contexts
- Case Studies
- Portfolios
- Exhibitions of Performance
- Problem-Base Inquiries
- Problem-Based Learning Using Formative and Summative Assessments
- Key Points on Summative Assessments and their Purposes
- Practical Activity: Conducting Summative Assessments of Small Group Learning
- Bringing It All Together: Understanding the Research
- Chapter Summary
- Practical Activities
- 7. Teachers’ Responsibilities in Establishing Cooperative Learning in their Classrooms
- Introduction and Learning Objectives
- Case Study: A High School Teacher’s Experience with Cooperative Learning
- Creating a Cooperative Learning Environment
- Student-Centered Learning
- Negotiate Expectations for Small Group Behaviors
- Developing Communication Skills for Group Discussion
- Specific Metacognitive Skills That Promote Discourse
- The Teacher’s Role In Promoting Mediated-Learning
- Developing Appropriate Helping Behaviors
- Choosing Tasks for Small Group Discussions
- Monitoring Students’ Progress and Evaluating Outcomes
- Case Study: Developing Criteria for Assessing Group Outcomes in Sixth Grade
- Chapter Summary
- Practical Activities
- 8. Future Developments in Using Small Groups
- Introduction and Learning Objectives
- Comprehensive School Reform (CSR)
- Case Study: Two Middle School Teachers’ Experiences with a Comprehensive School Reform Program
- The Implications of CSR Programs for Democratic and Learner-Centered Teaching Practices
- Student Participation in Negotiating Opportunities for Learning
- Practical Activity: Helping Schools Establish Positive Learning Environments
- The Impact of Computer Technology on Small Group Learning
- The Implications for Designing Classrooms of the Future
- The Importance of Teamwork and Communication
- Chapter Summary
- Practical Activities
- Glossary
- References
- Index
- About the Author
Recent Product Reviews:
"Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together." —Ted Wohlfarth, PSYCCRITIQUES
Ted Wohlfarth, PSYCCRITIQUES