Theory, research and practice.

The contributors to this book, many of whom are recognised world experts on cooperative learning, make insightful links between the theories that underpin the study of group dynamics and their practical application to the classroom.

′What is cooperative learning? Why should teachers use it in the classroom? What are the benefits? In eight accessible chapters, Wendy Jolliffe, lecturer in primary education at Hull University, outlines the theory and practice of cooperative learning and shows how the "outcomes and aims of Every Child Matters (2004) can be clearly mapped to the advantages of cooperative learning."... A useful resource for teachers, headteachers, trainee teachers and support staff′ - Learning and Teaching Update Cooperative Learning is about structuring lesson activities to encourage pupils to work collaboratively in pairs or small groups to support each other to improve their learning. This inclusive approach to teaching is very much in tune with current initiatives such as Every Child Matters and Excellence and Enjoyment and the focus on learning styles. This book is an accessible guide to implementing cooperative learning in the classroom. It includes: " an explanation of the key factors that make cooperative learning work " a step-by-step approach to implementing cooperative learning in the classroom " advice on how to measure the effectiveness of cooperative learning " guidance for using cooperative learning to encourage effective talk " links to supporting children′s emotional intelligence " ideas for practical activities " an action plan and programme for whole school professional development The book is an invaluable resource for individual teachers using cooperative learning techniques in classrooms, this book will also be of interest to headteachers, trainee teachers and learning support staff.

Practical guide for teachers wishing to implement cooperative learning processes as opposed to the more traditional individualised and competitive learning environments. Four broad areas where cooperative skills are needed are identified and discussed. They include forming groups, working and problem solving as a group, and managing differences.

Strategies following eight guidelines for cooperative learning in primary school, with 25 simple activities and games.

The contributors to this book, many of whom are recognised world experts on cooperative learning, make insightful links between the theories that underpin the study of group dynamics and their practical application to the classroom.

The present book entitled “co-operative learning: a strategy for effective classroom teaching in social science” (An empirical study) has been specially designed to equip the teacher and teacher educators with as much knowledge on all aspects as per recommendations of NPE-1986, NCF-2005and 2011. Education is one of the most important factors in achieving the developmental goals of a country. Social Science is one among those subjects which is an essential element of education. Social Science is a subject which broadens the horizon of an individual and develops various skills and provides opportunity for the professional growth of an individual. Social Science has become a greater value in the present day; Social Science has spread its net on all over the fields of life. Before the days of early printing when books were not easily available, the knowledge was imparted by the teachers from their own store by lecturing and discussion. With the advancement of educational technology and educational research the educationists evolved many teaching skills and techniques, which resulted in effective teaching. The teachers are required to teach in such a way xii that the students should learn better, understand well and also feel interested while learning. The scope of the book has been made broad-based and comprehensive and the approach is practical and functional. Practical approach followed in dealing with topics such as model approach with reference to Cooperative learning model, currents trends in social science teaching-learning process like collaborative learning approach, methodology, analysis and interpretation of data and at the end findings of research along with educational implications of present study are discussed. The author, therefore hope that this book which is very informative for teachers working at secondary schools and teacher-educators. We hope that this book would meet the needs of both the students, teachers and teacher educators and especially would be researchers in the field of education. We look forward to and appreciate suggestions from the intelligentsia to improve the book.

Bachelor Thesis from the year 2006 in the subject Pedagogy - Nursery Pedagogy, Early Childhood Education, grade: 2,0, Radboud Universiteit Nijmegen (Radboud University Nijmegen, Netherlands), course: "Training in educational research", language: English, abstract: Co-operative learning is widely recognised as a pedagogical practise that promotes learning and socialisation. Although there are many different forms of co-operative learning, consensus exists among the researchers about its positive effects on the student achievement. Numerous of studies that have been published over the past three decades could prove and demonstrate that forms of co-operative learning have benefits for the intellectual development and child’s social gains. Co-operative learning affects the ability to construct knowledge and to build inter-group relations, enhances the child’s self-esteem, and promotes the child’s problem-solving skills (Liu, 1992). Research (Slavin,1995) on co-operative learning has further indicated that cooperative learning improves students’ attitude toward school, learning and others. In fact, Johnson and Johnson who are well-known for their research in this field, argue that there may be no other pedagogical practises that simultaneously achieve such diverse outcomes. Most of the research took place in the range of primary school up to high school, but it is interesting to examine how co-operative learning can be used and is used in the early childhood institutions, especially in the German kindergarten. Over the years, early childhood education has stressed the importance of co-operative learning for the young child’s development, and it is proved that the early learning of cooperative skills produce a long lasting effect and increase the probability of children’s success throughout their school years (Lui, 1992). In spite of knowing the benefits and the positive effectiveness for the child’s development, co-operative learning is not a common practise in schools for several reasons. Educators are confused about what cooperative learning is, are not well-educated in the techniques and have a lack of discipline to implement the basics of co-operative learning in the classroom.

This is an exploration of the fundamentals of co-operative learning which explains its theoretical and research foundations. This book also provides real-life examples and lesson plans for creative co-operative group instruction, co-operative classroom management, and assessment and problem solving. It is designed to help students develop a repertoire of instructional strategies, exploring multiple approaches and methods. It also presents explicit suggestions for modifying standard lessons (objectives, materials and the environment) in order to meet the needs of diverse and exceptional learners.