Gillies / Ashman / Terwel The Teacher's Role in Implementing Cooperative Learning in the Classroom

1. Auflage 2007
ISBN: 978-0-387-70892-8
Verlag: Springer US
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 8, 267 Seiten

Reihe: Computer-Supported Collaborative Learning Series

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.

Autoren/Hrsg.

Terwel, Jan

Gillies, Robyn M.

Ashman, Adrian

Inhaltsverzeichnis

1;Contents;6
2;Contributors;8
3;The Teacher’s Role in Implementing Cooperative Learning in the Classroom: An Introduction;12
3.1;An Overview of the Chapters;14
3.2;References;19
4;Social Interdependence Theory and Cooperative Learning: The Teacher’s Role;20
4.1;1.1 Introduction;21
4.2;1.2 Social Interdependence Theory;22
4.2.1;1.2.1 Psychological Processes;23
4.2.2;1.2.2 Interaction Patterns;23
4.3;1.3 The Validating Research;24
4.4;1.4 The Basic Elements;30
4.4.1;1.4.1 Positive Interdependence;30
4.4.2;1.4.2 Individual Accountability and Personal Responsibility;33
4.4.3;1.4.3 Promotive Interaction;34
4.4.4;1.4.4 Appropriate Use of Social Skills;35
4.4.5;1.4.5 Group Processing;36
4.5;1.5 Teacher’s Role in Cooperative Learning;37
4.5.1;1.5.1 Formal Cooperative Learning;37
4.5.2;1.5.2 Informal Cooperative Learning;40
4.5.3;1.5.3 Cooperative Base Groups;42
4.5.4;1.5.4 Integrated Use of All Three Types of Cooperative Learning;43
4.6;1.6 Conclusions and Summary;43
4.7;References;44
5;Beyond the Classroom and into the Community: The Role of the Teacher in Expanding the Pedagogy of Cooperation;49
5.1;2.1 Introduction;50
5.2;2.2 The Technological Innovative (TI) Group Investigation Model;51
5.2.1;2.2.1 Teachers as Peer Learners;51
5.2.2;2.2.2 The GI Model;52
5.2.3;2.2.3 Curriculum of the TPLC;53
5.2.4;2.2.4 Steps of GI in Teachers Peer Learning Professional Development Curriculum;53
5.3;2.3 The Six Mirrors of the Classroom: Into the Future Classroom;55
5.3.1;2.3.1 Mirror One: The Physical Organization of the Learning and Teaching Space;56
5.3.2;2.3.2 Mirror Two: Learning Tasks – Using Peers and Computers as Thinking and Investigation Resources;57
5.3.3;2.3.3 Mirrors Three and Four: Teachers as Initiators, Producers, and Communicators of Learning;57
5.3.4;2.3.4 Mirrors Five and Six: Academic and Social Communication and Behaviors;58
5.4;2.4 Into the Community: Teachers’ Role in School- Family Partnership;59
5.5;2.5 Teachers and Principals Transform CL to a Critical Pedagogy for Civil Action;61
5.6;2.6 Future Prospects;62
5.7;References;64
6;Pupil Grouping for Learning: Developing a Social Pedagogy of the Classroom;67
6.1;3.1 The Grouping of Pupils in Classrooms;68
6.2;3.2 Social Pedagogic Research into Group Work;72
6.2.1;3.2.1 A Relational Approach;73
6.2.2;3.2.2 Preparation of the Classroom Context for Group Work;73
6.2.3;3.2.3 Involvement of Teachers in the Support of Group Work;74
6.3;3.3 Implementation and Evaluation of the SPRinG Program;74
6.4;3.4 Results from the Evaluation of SPRinG;75
6.5;3.5 Attainment Differences;75
6.6;3.6 Observation Measures;77
6.7;3.7 Conclusion;79
6.8;References;81
7;Structuring Peer Interaction to Promote Higher- Order Thinking and Complex Learning in Cooperating Groups;84
7.1;4.1 Group Interaction and Learning;85
7.2;4.2 Effective Cognitive Activities for Complex Learning in Groups;86
7.3;4.3 Guided Reciprocal Peer Questioning;89
7.3.1;4.3.1 The Strategy;90
7.3.2;4.3.2 Teaching Guided Reciprocal Peer Questioning;92
7.4;4.4 Effectiveness of Guided Reciprocal Peer Questioning;96
7.4.1;4.4.1 Role of the Question Starters;96
7.4.2;4.4.2 The Role of Metacognition;98
7.4.3;4.4.3 The Role of Learner Control;99
7.5;4.5 Guided Reciprocal Peer Questioning and Self- Regulated Learning;100
7.6;References;101
8;Cooperative Learning and Literacy Instruction in Middle Level Education;103
8.1;5.1 Cooperative Learning and Literacy Instruction in Middle Level Education;103
8.2;5.2 Student Team Reading and Writing Program;108
8.2.1;5.2.1 Cooperative Learning Teams;108
8.2.2;5.2.2 Reading Instruction;109
8.2.3;5.2.3 Writing Instruction;111
8.2.4;5.2.4 The Impact of Student Team Reading and Writing on Urban Middle School Students;112
8.2.5;5.2.5 Traditional Reading and English Instruction in Comparison Classes;114
8.2.6;5.2.6 Evaluation Results;115
8.3;5.3 Discussion;115
8.4;References;118
9;Structuring Group Interaction to Promote Thinking and Learning During Small Group Learning in High School Settings;121
9.1;6.1 Introduction;122
9.2;6.2 Contradictory Reports About Learning in Small Groups;122
9.3;6.3 External Organization of Learning in Small Groups;123
9.3.1;6.3.1 Problems of Task Specialization;125
9.3.2;6.3.2 Alternative Approaches to External Organization;125
9.4;6.4 Internal Organization of Learning in Small Groups;127
9.5;6.5 Individual Organization of Learning in Small Groups;130
9.6;6.6 Structuring Interactions by Combining Methods of Teaching/ Learning;133
9.7;6.7 Recommendations for Teachers and Researchers;137
9.8;References;139
10;Feedback and Reflection to Promote Student Participation in Computer Supported Collaborative Learning: A Multiple Case Study;143
10.1;7.1 Introduction;144
10.2;7.2 Theoretical Background;145
10.3;7.3 Outline and Implementation of the Program;148
10.4;7.4 Research Design;152
10.4.1;7.4.1 Instruments and Procedures;152
10.4.2;7.4.2 Student Characteristics and Prerequisites;153
10.4.3;7.4.3 Teacher Feedback;153
10.4.4;7.4.4 Student Reflection;154
10.4.5;7.4.5 Student Participation;154
10.4.6;7.4.6 Analysis;155
10.5;7.5 Results (Group A);155
10.5.1;7.5.1 Description and Analysis of Group A;155
10.5.2;7.5.2 Feedback and Reflection on Lesson 1: Group A;156
10.5.3;7.5.3 Feedback and Reflection on Lesson 2: Group A;158
10.5.4;7.5.4 Evaluation of Lesson 3: Group A;160
10.5.5;7.5.5 Overall Developments in Participation and Elaboration in Group A;161
10.6;7.6 Results (Group B);163
10.7;7.7 Results (Comparison Between Groups A and B);169
10.8;7.8 Conclusion and Discussion;170
10.9;References;172
11;School and Inclusive Practices;174
11.1;8.1 Overview;174
11.2;8.2 The Success of Inclusive Education Practices;176
11.3;8.3 Peers and Diverse Abilities;178
11.4;8.4 Mixed Educational Outcomes;180
11.4.1;8.4.1 Students with Learning Difficulties;181
11.4.2;8.4.2 Students with Emotional and Behavioral Disorders;181
11.4.3;8.4.3 Students with Disabilities;182
11.5;8.5 Students with Minority Group Background;184
11.6;8.6 The Future of Peer-Mediation and Inclusion;187
11.7;References;189
12;Developing Language and Mastering Content in Heterogeneous Classrooms;195
12.1;9.1 Introduction;195
12.2;9.2 Teaching and Learning in Heterogeneous Classrooms;197
12.3;9.3 Language Acquisition in Linguistically Heterogeneous Classrooms;200
12.4;9.4 Acquiring Language and Mastering Content in Complex Instruction Classrooms;204
12.4.1;9.4.1 Student Achievement Data;206
12.4.2;9.4.2 Classroom Experiences;207
12.4.3;9.4.3 Major Findings;208
12.5;9.5 Conclusion;209
12.6;References;210
13;Teacher Practices and Small-Group Dynamics in Cooperative Learning Classrooms;212
13.1;10.1 Introduction;213
13.2;10.2 Help-Related Behavior: Theoretical Perspectives and Empirical Results;214
13.3;10.3 Small-Group Dynamics that Shape Help- Related Behavior;215
13.3.1;10.3.1 The Relationship Between Help-Seeking Behavior and Help Received;215
13.3.2;10.3.2 Relationship Between Help Received and Carrying out Further Work;217
13.4;10.4 The Role of the Teacher: Two Studies;218
13.4.1;10.4.1 Description of the Two Studies;218
13.4.2;10.4.2 Student Behavior in the Two Studies;219
13.4.3;10.4.3 Promoting Active Help Seeking;220
13.5;10.5 Promoting Explanation-Giving;221
13.6;10.6 Conclusion;227
13.7;References;229
14;Explanation Giving and Receiving in Cooperative Learning Groups1;233
14.1;11.1 Cooperative Learning Research: Practical Benefits for Teachers;234
14.2;11.2 Instructional Challenges;235
14.3;11.3 Promising Instructional Strategies;238
14.3.1;11.3.1 Improving the Social Climate of the Classroom;241
14.3.2;11.3.2 Strengthen Teacher Interventions;242
14.3.3;11.3.3 Implement Reciprocal Roles;244
14.4;11.4 Implications for Teachers;245
14.5;References;246
15;Teachers’ and Students’ Verbal Behaviours During Cooperative Learning;249
15.1;12.1 The Teacher’s Role in Promoting Students’ Discourse;251
15.2;12.2 Using Cooperative Learning in Classrooms;252
15.3;12.3 Teachers’ Discourse During Cooperative Learning: A Review of Two Studies;254
15.4;12.4 Study One: Discourses During Cooperative and Small- Group Learning;254
15.5;12.5 Training in Cooperative Learning Pedagogy;255
15.6;12.6 Measures;256
15.7;12.7 Observation Schedule of the Teachers’ Application of Cooperative Learning;256
15.8;12.8 Procedure;257
15.9;12.9 Results;257
15.10;12.10 Discussion;258
15.11;12.11 Conclusion;259
15.12;12.12 Study Two: Teachers’ and Students’ Discourse During Cooperative Learning;260
15.13;12.13 Training in Communication Skills;261
15.14;12.14 Procedure;262
15.15;12.15 Results;262
15.16;12.16 Discussion;263
15.17;12.17 Theoretical and Practical Implications;265
15.18;References;266
16;Concluding Remarks;269
16.1;References;272
17;Index;273
17.1;COMPUTER-SUPPORTED COLLABORATIVE LEARNING;277