Cooperative Learning And The Collaborative School
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| Author | : Robyn M. Gillies |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2015 |
| Genre | : Group work in education |
| ISBN | : 9781634824040 |
Collaborative learning is well-recognised as a pedagogical practice that promotes socialisation and learning among students from kindergarten to the university level and beyond. Children, adolescents, and adults learn from each other in a vast array of formal and informal settings in schools and the wider community. This book brings together a diverse range of international scholars to profile new pedagogical developments in collaborative learning and to highlight how these practices have been implemented. The term collaborative learning is used very broadly in this volume and includes co-operative learning, peer learning, and peer collaboration. The proponents of these practices argue that by working together, students have many opportunities to learn and develop a greater understanding of others with diverse social, personal, and academic competencies. The emphasis in this volume is on chapters that have a strong evidence-base for the work that is presented. This includes chapters that present empirical studies, research reviews, case studies and theoretical reviews because there is much to be gained by sharing and learning about what happens and how different pedagogical practices have been implemented. These chapters include pedagogical practices in mathematics learning, classroom-based talk, literacy, learning processes, group work, pre-service teacher education, teacher professional development, web-based technologies, and affective education and development. This book will have appeal to pre-service and experienced teachers who are interested in how different collaborative pedagogies can be embedded in different curricula to promote student engagement with learning. It will also be valuable as a reference text in post-graduate courses that focus on research training in education.
| Author | : Ronald S. Brandt |
| Publisher | : |
| Total Pages | : 230 |
| Release | : 1991 |
| Genre | : Group work in education |
| ISBN | : |
Cooperation in the classroom counteracts well-established routines and values that nearly all adults and many educators take for granted. Education remains a fiercely competitive enterprise, and individualistic notions of professionalism predominate. Despite the continued importance of independence, initiative, and personal achievement, today's schools are experimenting with consideration, sharing, collegiality, and commitment to group goals. This volume contains readings from recent editions of "Educational Leadership" on cooperative learning and collaborative schools, beginning with Robert Slavin's introduction and Ronald Brandt's insistence that cooperation is not un-American. The articles in the second section discuss various cooperative learning models, including Team Assisted Individuation, Cooperative integrated Reading and Composition, and Group Investigation. The third section is devoted to implementation of cooperative learning, and the fourth section highlights the idea of schools as caring communities developed through group work. The sixth section provides ideas on how to get started, and the seventh section summarizes controversies among various researchers. The final section presents articles on the collaborative school, focusing on developing teacher collegiality, cooperative professional development, and school improvement efforts. The volume ends with an extensive annotated bibliography divided into nine parts. (MLH)
| Author | : John D. Strebe |
| Publisher | : Routledge |
| Total Pages | : 158 |
| Release | : 2017-07-20 |
| Genre | : Education |
| ISBN | : 1351713957 |
Motivate your students and create an engaging classroom environment with the time-tested strategies in this book. Drawing on over 35 years of experience, author and consultant John D. Strebe offers a wealth of advice for teachers who want to encourage collaboration and team learning among students of all grade levels. This expanded second edition includes activities and examples across the subject areas, as well as new reproducible tools for classroom use. Topics include... Building enthusiasm and increasing student development with games, mini competitions, and team projects. Implementing new seating arrangements that promote discussion and participation. Keeping students engaged during lectures and presentations. Facilitating group work by organizing students into teams based on academic skills and personal traits. And more! John D. Strebe taught secondary mathematics for 38 years in the Maryland public schools. He conducts workshops for teachers across the country, providing instruction on setting up a cooperative and engaging classroom.
| Author | : Barbara Millis |
| Publisher | : Taylor & Francis |
| Total Pages | : 209 |
| Release | : 2023-07-03 |
| Genre | : Education |
| ISBN | : 1000979903 |
Research has identified cooperative learning as one of the ten High Impact Practices that improve student learning. If you’ve been interested in cooperative learning, but wondered how it would work in your discipline, this book provides the necessary theory, and a wide range of concrete examples.Experienced users of cooperative learning demonstrate how they use it in settings as varied as a developmental mathematics course at a community college, and graduate courses in history and the sciences, and how it works in small and large classes, as well as in hybrid and online environments. The authors describe the application of cooperative learning in biology, economics, educational psychology, financial accounting, general chemistry, and literature at remedial, introductory, and graduate levels.The chapters showcase cooperative learning in action, at the same time introducing the reader to major principles such as individual accountability, positive interdependence, heterogeneous teams, group processing, and social or leadership skills.The authors build upon, and cross-reference, each others’ chapters, describing particular methods and activities in detail. They explain how and why they may differ about specific practices while exemplifying reflective approaches to teaching that never fail to address important assessment issues.
| Author | : Miri Shonfeld |
| Publisher | : IAP |
| Total Pages | : 291 |
| Release | : 2018-11-01 |
| Genre | : Education |
| ISBN | : 1641134674 |
The 21st century has brought about changes in every aspect of life through ubiquitous technology and Internet-based social media. The distances between cultures and continents have narrowed, the world has become flat, and multicultural work-teams composed of members from different countries have become a daily reality in global businesses. However, in many ways these global changes in work practices have only just begun to have an impact on education. To better prepare students for the information age, researchers and policy makers largely agree about the skills needed for shared knowledge construction. Indeed, the education systems in several different countries have begun to integrate these skills into teaching and learning and are placing a strong emphasis on their implementation (Melamed et al, 2010; Resta et al, 2011). In 2015 the OECD PISA exam for the first time, included assessment of collaborative problem-solving in its country-by-country comparison. Collaborative learning is not a trivial challenge nor is it intuitive for all teachers and learners. One must acquire and practice the essential skills in order to successfully work in a team. Consequently it is essential to train teachers in collaborative teamwork, as they must serve as role models for students. In addition, new tools and practices become available at a rate that outpaces the abilities of many higher education institutions to adopt and implement. This book surveys the current state of the field and provides theoretical guidance and practical examples to help meet the gaps in research, development and practice.
| Author | : Kenneth A. Bruffee |
| Publisher | : |
| Total Pages | : 352 |
| Release | : 1999-01-13 |
| Genre | : Education |
| ISBN | : |
Advocates a far-reaching change in the relations between college and university professors and their students, between the learned and the learning.
| Author | : Dennis M. Adams |
| Publisher | : Charles C Thomas Pub Limited |
| Total Pages | : 167 |
| Release | : 1990-01-01 |
| Genre | : Education |
| ISBN | : 9780398056445 |
| Author | : Wendy W. Murawski |
| Publisher | : Corwin Press |
| Total Pages | : 593 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : 1412968089 |
Using marriage as a metaphor, this lighthearted, highly practical, and teacher-friendly resource helps general education teachers and special service providers successfully set up, conduct, and maintain co-teaching partnerships.
| Author | : George M Jacobs |
| Publisher | : Springer |
| Total Pages | : 137 |
| Release | : 2019-04-30 |
| Genre | : Education |
| ISBN | : 9811372136 |
This book helps teachers understand the links between cooperative learning (also known as collaborative learning and peer learning) and other student-centered approaches. It discusses cooperative learning and communities of practice; cooperative learning and neuroscience; cooperative learning and critical thinking; cooperative learning and alternative assessment; cooperative learning and multiple intelligence; cooperative learning and positive education; cooperative learning and meeting the needs of introverts; and cooperative learning and justice issues, with each chapter exploring a different aspect of how education can be student centered. If you are looking for a fresh perspective on cooperative learning, this book is for you. It helps you explore how cooperative learning is so much more than just asking students to arrange themselves in a group, and considers how cooperative learning can fit with other areas of education that you care about. Although the two authors both completed their PhDs in the West, they have taught in Asia for the past 25+ years, working with students and teachers from a wide variety of Asian and other countries, and with teachers from a very wide variety of content areas who teach students of many different ages.
| Author | : Robyn M. Gillies |
| Publisher | : SAGE |
| Total Pages | : 289 |
| Release | : 2007-03-16 |
| Genre | : Education |
| ISBN | : 1452236291 |
"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.
