Ebook: The Teacher’s Role in Implementing Cooperative Learning in the Classroom

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.

---

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.

---

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.

Content:
Front Matter....Pages i-xviii
Social Interdependence Theory and Cooperative Learning: The Teacher's Role....Pages 9-37
Beyond the Classroom and into the Community: The Role of the Teacher in Expanding the Pedagogy of Cooperation....Pages 38-55
Pupil Grouping for Learning: Developing a Social Pedagogy of the Classroom....Pages 56-72
Structuring Peer Interaction to Promote Higher-Order Thinking and Complex Learning in Cooperating Groups....Pages 73-91
Cooperative Learning and Literacy Instruction in Middle Level Education....Pages 92-109
Structuring Group Interaction to Promote Thinking and Learning During Small Group Learning in High School Settings....Pages 110-131
Feedback and Reflection to Promote Student Participation in Computer Supported Collaborative Learning: A Multiple Case Study....Pages 132-162
School and Inclusive Practices....Pages 163-183
Developing Language and Mastering Content in Heterogeneous Classrooms....Pages 184-200
Teacher Practices and Small-Group Dynamics in Cooperative Learning Classrooms....Pages 201-221
Explanation Giving and Receiving in Cooperative Learning Groups....Pages 222-237
Teachers’ and Students’ Verbal Behaviours During Cooperative Learning....Pages 238-257
Back Matter....Pages 258-266

---

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.

Content:
Front Matter....Pages i-xviii
Social Interdependence Theory and Cooperative Learning: The Teacher's Role....Pages 9-37
Beyond the Classroom and into the Community: The Role of the Teacher in Expanding the Pedagogy of Cooperation....Pages 38-55
Pupil Grouping for Learning: Developing a Social Pedagogy of the Classroom....Pages 56-72
Structuring Peer Interaction to Promote Higher-Order Thinking and Complex Learning in Cooperating Groups....Pages 73-91
Cooperative Learning and Literacy Instruction in Middle Level Education....Pages 92-109
Structuring Group Interaction to Promote Thinking and Learning During Small Group Learning in High School Settings....Pages 110-131
Feedback and Reflection to Promote Student Participation in Computer Supported Collaborative Learning: A Multiple Case Study....Pages 132-162
School and Inclusive Practices....Pages 163-183
Developing Language and Mastering Content in Heterogeneous Classrooms....Pages 184-200
Teacher Practices and Small-Group Dynamics in Cooperative Learning Classrooms....Pages 201-221
Explanation Giving and Receiving in Cooperative Learning Groups....Pages 222-237
Teachers’ and Students’ Verbal Behaviours During Cooperative Learning....Pages 238-257
Back Matter....Pages 258-266
....