'I found the examples and clear language, the pedagogical features, and the research base to be excellent' - Janet Whitley, Tarleton State University
'I think the sample dialogues will be very helpful for teachers. Having a script will assist pre-service and in-service teachers think about the kinds of conversation they will need to engage in their students in to promote learning' - Jacqueline A. Norris, The College of New Jersey
'Cooperative Learning'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. This book will be enormously useful to teacher educators and those working with beginning teachers' - Nancy L. Markowitz, San Jose State University
'Robyn Gillies really knows her stuff. She is clearly conversant with major themes in the field and cites relevant literature and research. The chapters provide good coverage of themes' - Susan Carol Losh, Florida 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 book aims to overcome the challenges by:
- detailing how teachers can establish cooperative learning in their classrooms to promote student engagement and learning
- elaborating on how teachers' discourse can challenge children's thinking and scaffold their learning
- outlining how to promote student discourse during small group experiences
- providing explicit examples of the link between theory, research, and practice.
Robyn M. Gillies is an associate professor in the School of Education at The University of Queensland, Brisbane, Australia. She has worked extensively in schools to help teachers establish cooperative learning pedagogical practices in their classrooms. The results of this research have been published in many leading international journals including, The Journal of Educational Psychology, The Journal of Special Education, The International Journal of Educational Research, Learning and Instruction, and the British Journal of Educational Psychology. In 2003 she co-edited; Cooperative Learning: The Social and Intellectual Outcomes of Learning in Groups (RoutledgeFalmer). Gillies is a member of the editorial board for the International Journal of Disability, Development and Education and editor of the Australian Journal of Guidance and Counselling.
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