"The Teacher′s Sourcebook for Cooperative Learning has ideas and activities that can be used by all teachers who want to improve their classroom management and promote community building." Rebecca Den Hartog, Elementary Classroom Teacher Mercer Island School District Mercer Island, WA "I unreservedly recommend this important resource to any preservice or inservice teachers of young children." Chris Iddings, Assistant Professor of Language and Literacy Vanderbilt University Nashville, TN "The authors reveal considerable wealth of experience as teachers and as users of CL. This will be a very successful book." Jon A. Scaife, Lecturer in Education School of Education, University of Sheffield Sheffield, England Can today′s students excel individually by working in tandem with their peers? Yes! says this dynamic team of authors who have combined their first-hand experience and in-depth research to create this essential guidebook. In The Teacher′s Sourcebook for Cooperative Learning, the authors demonstrate how any classroom teacher can use CL techniques for lesson planning and classroom management. Learn how to: Incorporate the basic principles of CL into everyday learning experiences Improve students′ collaborative skills, positive interdependence, and individual accountability Prepare for, manage, and create tasks for CL lessons Handle special situations, avoid trouble spots, and collaborate with other teachers, administrators, and parents This exciting book represents best practice based on hands-on experience and in-depth research. Incorporate these principles into your lesson plan and see how you can achieve one of every educator′s most rewarding contributions . . . helping students to help themselves, and each other.

A dynamic team of authors demonstrates how any classroom teacher can use cooperative learning techniques for lesson planning, classroom management, and improving students' collaboration skills.

The best way for students to learn to read and to come to love reading is – surprise, surprise – by reading in quantity. Unfortunately, many of today’s students read far too little. This lack of time spent reading is particularly unfortunate, as reading constitutes a bedrock skill, essential in all subject areas. Thus, we teachers need to devote curriculum time to not only teaching students how to read but also to encouraging them to read extensively. This is what Extensive Reading is all about. Teachers Sourcebook for Extensive Reading provides hundreds of teacher tested ideas on how to do Extensive Reading. The book begins with an introduction to ‘the what’ and ‘the why’ of Extensive Reading. Thereafter, the book consists of three parts. Part 1 discusses finding materials for Extensive Reading. Part 2 offers ideas for motivating students to read and for activities that students might do after they read or while they are reading, including cooperative learning activities. Part 3 looks at how teachers can serve as advocates for Extensive Reading. Among the book’s distinctive features are breaks for reflection, first person accounts from teachers, and ideas for doing Action Research and other forms of teacher investigation and research on Extensive Reading. We hope that you will find the Teachers Sourcebook for Extensive Reading to be a practical book, but also informed by theory and researh. We also hope this book will make a difference for your students in their test scores and, even more, in their attitude toward reading, now and in the future.

A seasoned elementary teacher shares her strategies in this amazing, super-practical guide. You ll find everything you need to set up your classroom for maximum learning, prepare dynamite lessons, create an effective classroom management plan . . . and so much more! From getting ready for the first day to staying on target through June, this must-have book will be your companion for years to come. For use with Grades K-4."

This book helps teachers understand the links between cooperative learning (also known as collaborative learning and peer learning) and other student-centered approaches. It discusses cooperative learning and communities of practice; cooperative learning and neuroscience; cooperative learning and critical thinking; cooperative learning and alternative assessment; cooperative learning and multiple intelligence; cooperative learning and positive education; cooperative learning and meeting the needs of introverts; and cooperative learning and justice issues, with each chapter exploring a different aspect of how education can be student centered. If you are looking for a fresh perspective on cooperative learning, this book is for you. It helps you explore how cooperative learning is so much more than just asking students to arrange themselves in a group, and considers how cooperative learning can fit with other areas of education that you care about. Although the two authors both completed their PhDs in the West, they have taught in Asia for the past 25+ years, working with students and teachers from a wide variety of Asian and other countries, and with teachers from a very wide variety of content areas who teach students of many different ages.

Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ 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 teachers’ 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 how teachers 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 contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.

Seminar paper from the year 2018 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,7, Free University of Berlin (Institute for English Language and Literature), course: Ausgewählte Themen der Englischdidaktik, language: English, abstract: This paper analyses the role of the teacher required for cooperative learning in an inclusive classroom. Cooperative learning is an efficient and evidence-based teaching method for inclusive classrooms, which puts the emphasizes on learning that is facilitated by students rather than the teacher and thus represents a shift from traditional lecture-style classrooms to more brain-friendly environments. However, although cooperative learning is consistently acknowledged for its efficacy, its implementation remains a challenge. The question whether teachers have the professional competences needed to implement inclusive education is often ignored. The implementation of the convention brings new challenges to the classroom. Inclusive classrooms require inclusive teaching, which means a change of paradigm from a teacher-centred education to a student-centred education has to be enforced. The traditional role distribution between teachers and students does not do justice to an inclusive classroom. The conventional imparting of knowledge and competences should be replaced by a more auto-didactical approach. Consequently, the education requirements for students and teachers change. There is innumerable research on cooperative learning but only limited research sheds light on the new role a teacher has to take on when it comes to implementing cooperative learning in inclusive classrooms. The main questions to be answered are the following: What does a teacher need to consider when they implement cooperative learning in classrooms? How can the teacher support cooperative learning in an inclusive classroom? Is it even possible for a teacher to fulfil all requirements that come with cooperative learning in an inclusive classroom?

Winner of the 2004 Critics' Choice Award presented by the American Educational Studies Association Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education. Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the essays in the volume demonstrate, a new alignment of field experiences to provide support for novices to implement cooperative strategies, and to receive timely and effective supervision for these attempts, may also be required.