Full Description
This book brings together a range of international studies to support the implementation of cooperative group work in the classroom. In spite of extensive research into the benefits of this approach, in many countries, it is not widely used, largely due to a lack of understanding of how to put this into practice in the classroom. Starting from an exploration of the theoretical perspectives that underpin this pedagogy, the challenges for including pupils with special educational needs and related status issues of pupils are explored. Amongst the themes explored are how creative approaches, such as Storyline, support engagement particularly for second language learning; how working with young children using cooperative group work can develop writing skills; and how teachers can work together in an effective, collaborative, and sustained manner in a professional learning community. The final chapter provides a vivid example of one teacher's personal journal to develop her understanding of the power of cooperation in creating bridges to meaningful learning for all learners. This book was originally published as a special issue of Education 3-13.
Contents
Foreword Introduction - Learning to learn together: cooperation, theory and practice 1. Cooperative learning in elementary schools 2. The challenges of implementing group work in primary school classrooms and including pupils with special educational needs 3. Status problem and expectations of competence: a challenging path for teachers 4. The Storyline approach: promoting learning through cooperation in the second language classroom 5. How to integrate cooperative skills training into learning tasks: an illustration with young pupils' writing 6. Bridging the gap: teachers cooperating together to implement cooperative learning 7. Meaningful learning in the cooperative classroom
