Conclusion

Conclusion

In this Unit, you have explored ways of developing more collaborative learning strategies in your own classroom. You have considered some of the advantages of small group activity for pupils’ learning and have evaluated some of the organisational challenges involved in the introduction of more interactive classroom approaches. You will also hopefully have experimented with some of these approaches in your own classroom and reflected constructively upon the outcomes.

If you wish to learn more about collaborative learning, here is a list of books and articles which would be worth reading:

Dawes, L., Mercer, N. and Wegerif, R. (2000), Thinking together. Questions Publishing Company.

Johnson, D. W. and Johnson, R. T. (1994), Joining together: group theory and group skills. Prentice Hall.

Johnson, D. W. and Johnson, R. T. (1999), Learning together and alone: cooperative, competitive, and individualistic learning. Allyn and Bacon.

Kagan, S. (1997) Cooperative learning. Kagan Cooperative.

Linn, M. C. and Burbules, N. C. (1994) ‘Construction of knowledge and group learning’. In K. Tobin (ed) The practice of constructivism in science education. Lawrence Erlbaum Associates.

Mercer, N., Wegerif, R. and Dawes, L. (1999) ‘Children’s talk and the development of reasoning in the classroom’. British Educational Research Journal 25, 95–111.

Mercer, N. (2000) Words and Minds. How we use language to think together. London: Routledge.

Palincsar, A. S. and Brown, A. L. (1985) ‘Reciprocal teaching of comprehension fostering and comprehension monitoring activities’. Cognition and Instruction 1, 117–175.

Slavin, R. E. (1991) Student team learning: a practical guide to cooperative learning. National Education Association.