‘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.
表中的内容
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
关于作者
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 (Routledge Falmer). 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.
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