The Teacher's Role in Implementing Cooperative Learning in the Classroom (eBook)
X, 267 Seiten
Springer US (Verlag)
978-0-387-70892-8 (ISBN)
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. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing.
Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research?
A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers' control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor.
The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these 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.
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. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor.The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these 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 overviewof 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.
Contents 6
Contributors 8
The Teacher’s Role in Implementing Cooperative Learning in the Classroom: An Introduction 12
An Overview of the Chapters 14
References 19
Social Interdependence Theory and Cooperative Learning: The Teacher’s Role 20
1.1 Introduction 21
1.2 Social Interdependence Theory 22
1.2.1 Psychological Processes 23
1.2.2 Interaction Patterns 23
1.3 The Validating Research 24
1.4 The Basic Elements 30
1.4.1 Positive Interdependence 30
1.4.2 Individual Accountability and Personal Responsibility 33
1.4.3 Promotive Interaction 34
1.4.4 Appropriate Use of Social Skills 35
1.4.5 Group Processing 36
1.5 Teacher’s Role in Cooperative Learning 37
1.5.1 Formal Cooperative Learning 37
1.5.2 Informal Cooperative Learning 40
1.5.3 Cooperative Base Groups 42
1.5.4 Integrated Use of All Three Types of Cooperative Learning 43
1.6 Conclusions and Summary 43
References 44
Beyond the Classroom and into the Community: The Role of the Teacher in Expanding the Pedagogy of Cooperation 49
2.1 Introduction 50
2.2 The Technological Innovative (TI) Group Investigation Model 51
2.2.1 Teachers as Peer Learners 51
2.2.2 The GI Model 52
2.2.3 Curriculum of the TPLC 53
2.2.4 Steps of GI in Teachers Peer Learning Professional Development Curriculum 53
2.3 The Six Mirrors of the Classroom: Into the Future Classroom 55
2.3.1 Mirror One: The Physical Organization of the Learning and Teaching Space 56
2.3.2 Mirror Two: Learning Tasks – Using Peers and Computers as Thinking and Investigation Resources 57
2.3.3 Mirrors Three and Four: Teachers as Initiators, Producers, and Communicators of Learning 57
2.3.4 Mirrors Five and Six: Academic and Social Communication and Behaviors 58
2.4 Into the Community: Teachers’ Role in School- Family Partnership 59
2.5 Teachers and Principals Transform CL to a Critical Pedagogy for Civil Action 61
2.6 Future Prospects 62
References 64
Pupil Grouping for Learning: Developing a Social Pedagogy of the Classroom 67
3.1 The Grouping of Pupils in Classrooms 68
3.2 Social Pedagogic Research into Group Work 72
3.2.1 A Relational Approach 73
3.2.2 Preparation of the Classroom Context for Group Work 73
3.2.3 Involvement of Teachers in the Support of Group Work 74
3.3 Implementation and Evaluation of the SPRinG Program 74
3.4 Results from the Evaluation of SPRinG 75
3.5 Attainment Differences 75
3.6 Observation Measures 77
3.7 Conclusion 79
References 81
Structuring Peer Interaction to Promote Higher- Order Thinking and Complex Learning in Cooperating Groups 84
4.1 Group Interaction and Learning 85
4.2 Effective Cognitive Activities for Complex Learning in Groups 86
4.3 Guided Reciprocal Peer Questioning 89
4.3.1 The Strategy 90
4.3.2 Teaching Guided Reciprocal Peer Questioning 92
4.4 Effectiveness of Guided Reciprocal Peer Questioning 96
4.4.1 Role of the Question Starters 96
4.4.2 The Role of Metacognition 98
4.4.3 The Role of Learner Control 99
4.5 Guided Reciprocal Peer Questioning and Self- Regulated Learning 100
References 101
Cooperative Learning and Literacy Instruction in Middle Level Education 103
5.1 Cooperative Learning and Literacy Instruction in Middle Level Education 103
5.2 Student Team Reading and Writing Program 108
5.2.1 Cooperative Learning Teams 108
5.2.2 Reading Instruction 109
5.2.3 Writing Instruction 111
5.2.4 The Impact of Student Team Reading and Writing on Urban Middle School Students 112
5.2.5 Traditional Reading and English Instruction in Comparison Classes 114
5.2.6 Evaluation Results 115
5.3 Discussion 115
References 118
Structuring Group Interaction to Promote Thinking and Learning During Small Group Learning in High School Settings 121
6.1 Introduction 122
6.2 Contradictory Reports About Learning in Small Groups 122
6.3 External Organization of Learning in Small Groups 123
6.3.1 Problems of Task Specialization 125
6.3.2 Alternative Approaches to External Organization 125
6.4 Internal Organization of Learning in Small Groups 127
6.5 Individual Organization of Learning in Small Groups 130
6.6 Structuring Interactions by Combining Methods of Teaching/ Learning 133
6.7 Recommendations for Teachers and Researchers 137
References 139
Feedback and Reflection to Promote Student Participation in Computer Supported Collaborative Learning: A Multiple Case Study 143
7.1 Introduction 144
7.2 Theoretical Background 145
7.3 Outline and Implementation of the Program 148
7.4 Research Design 152
7.4.1 Instruments and Procedures 152
7.4.2 Student Characteristics and Prerequisites 153
7.4.3 Teacher Feedback 153
7.4.4 Student Reflection 154
7.4.5 Student Participation 154
7.4.6 Analysis 155
7.5 Results (Group A) 155
7.5.1 Description and Analysis of Group A 155
7.5.2 Feedback and Reflection on Lesson 1: Group A 156
7.5.3 Feedback and Reflection on Lesson 2: Group A 158
7.5.4 Evaluation of Lesson 3: Group A 160
7.5.5 Overall Developments in Participation and Elaboration in Group A 161
7.6 Results (Group B) 163
7.7 Results (Comparison Between Groups A and B) 169
7.8 Conclusion and Discussion 170
References 172
School and Inclusive Practices 174
8.1 Overview 174
8.2 The Success of Inclusive Education Practices 176
8.3 Peers and Diverse Abilities 178
8.4 Mixed Educational Outcomes 180
8.4.1 Students with Learning Difficulties 181
8.4.2 Students with Emotional and Behavioral Disorders 181
8.4.3 Students with Disabilities 182
8.5 Students with Minority Group Background 184
8.6 The Future of Peer-Mediation and Inclusion 187
References 189
Developing Language and Mastering Content in Heterogeneous Classrooms 195
9.1 Introduction 195
9.2 Teaching and Learning in Heterogeneous Classrooms 197
9.3 Language Acquisition in Linguistically Heterogeneous Classrooms 200
9.4 Acquiring Language and Mastering Content in Complex Instruction Classrooms 204
9.4.1 Student Achievement Data 206
9.4.2 Classroom Experiences 207
9.4.3 Major Findings 208
9.5 Conclusion 209
References 210
Teacher Practices and Small-Group Dynamics in Cooperative Learning Classrooms 212
10.1 Introduction 213
10.2 Help-Related Behavior: Theoretical Perspectives and Empirical Results 214
10.3 Small-Group Dynamics that Shape Help- Related Behavior 215
10.3.1 The Relationship Between Help-Seeking Behavior and Help Received 215
10.3.2 Relationship Between Help Received and Carrying out Further Work 217
10.4 The Role of the Teacher: Two Studies 218
10.4.1 Description of the Two Studies 218
10.4.2 Student Behavior in the Two Studies 219
10.4.3 Promoting Active Help Seeking 220
10.5 Promoting Explanation-Giving 221
10.6 Conclusion 227
References 229
Explanation Giving and Receiving in Cooperative Learning Groups1 233
11.1 Cooperative Learning Research: Practical Benefits for Teachers 234
11.2 Instructional Challenges 235
11.3 Promising Instructional Strategies 238
11.3.1 Improving the Social Climate of the Classroom 241
11.3.2 Strengthen Teacher Interventions 242
11.3.3 Implement Reciprocal Roles 244
11.4 Implications for Teachers 245
References 246
Teachers’ and Students’ Verbal Behaviours During Cooperative Learning 249
12.1 The Teacher’s Role in Promoting Students’ Discourse 251
12.2 Using Cooperative Learning in Classrooms 252
12.3 Teachers’ Discourse During Cooperative Learning: A Review of Two Studies 254
12.4 Study One: Discourses During Cooperative and Small- Group Learning 254
12.5 Training in Cooperative Learning Pedagogy 255
12.6 Measures 256
12.7 Observation Schedule of the Teachers’ Application of Cooperative Learning 256
12.8 Procedure 257
12.9 Results 257
12.10 Discussion 258
12.11 Conclusion 259
12.12 Study Two: Teachers’ and Students’ Discourse During Cooperative Learning 260
12.13 Training in Communication Skills 261
12.14 Procedure 262
12.15 Results 262
12.16 Discussion 263
12.17 Theoretical and Practical Implications 265
References 266
Concluding Remarks 269
References 272
Index 273
COMPUTER-SUPPORTED COLLABORATIVE LEARNING 277
| Erscheint lt. Verlag | 26.9.2007 |
|---|---|
| Reihe/Serie | Computer-Supported Collaborative Learning Series | Computer-Supported Collaborative Learning Series |
| Zusatzinfo | X, 267 p. |
| Verlagsort | New York |
| Sprache | englisch |
| Themenwelt | Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Schlagworte | Classroom • Collaborative Learning • Communication • cooperative • Gillies • Implementing • learning • Learning and Instruction • NOVICE • Role • Supported • Teacher's |
| ISBN-10 | 0-387-70892-8 / 0387708928 |
| ISBN-13 | 978-0-387-70892-8 / 9780387708928 |
| Haben Sie eine Frage zum Produkt? |
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