Cooperative learning is widely endorsed as a pedagogical practice
that promotes student learning. Recently, the research focus has
moved to the role of teachersa (TM) discourse during cooperative
learning and its effects on the quality of group discussions and
the learning achieved. However, although the benefits of
cooperative learning are well documented, implementing this
pedagogical practice in classrooms is a challenge that many
teachers have difficulties accomplishing.
Difficulties may occur because teachers often do not have a
clear understanding of the basic tenets of cooperative learning and
the research and theoretical perspectives that have informed this
practice and how they translate into practical applications that
can be used in their classrooms. In effect, what do teachers need
to do to affect the benefits widely documented in research?
A reluctance to embrace cooperative learning may also be due to
the challenge it poses to teachersa (TM) control of the learning
process, the demands it places on classroom organisational changes,
and the personal commitments teachers need to make to sustain their
efforts. Moreover, a lack of understanding of the key role teachers
need to play in embedding cooperative learning into the curricula
to foster open communication and engagement among teachers and
students, promote cooperative investigation and problem-solving,
and provide students with emotionally and intellectually
stimulating learning environments may be another contributing
factor.
The Teacher's Role in Implementing Cooperative Learning in the
Classroom provides readers with a comprehensive overview of these
issues with clear guidelines on howteachers 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
contributorsa (TM) own research of how teachers can use cooperative
learning pedagogy to facilitate thinking and learning among
students across different educational settings.
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