Volume 7, issue 1

Peer learning, Spring 2015

There is overwhelming research evidence that students working together in small groups can help each other to learn, across age ranges and subjects. This issue of Better explores the challenges of implementing this approach successfully in the classroom. There are a number of essential elements that must be in place. For example, groups must be interdependent, so everyone has to work with each other, but there must also be individual accountability, so all children strive to achieve their personal goals.

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Contents
PageTitleAuthor
4–5Learning together and aloneDavid Johnson and Roger Johnson
6–7Cooperative learning structuresSpencer Kagan
8–9Co-operative learning: It’s more than group workBette Chambers
10–11Improving group work in the classroomPeter Blachford and Ed Baines
12–13How can teachers’ questions contribute to the co-operative classroom?Yael Sharan
14–15Cooperative learning for creative collaborationsLynda Baloche
16–17Engaging reluctant students in cooperative group workCeleste Brody
18–19Cross-age peer learning *** FREE SAMPLE ARTICLE ***Peter Tymms and Christine Merrell
20–21Engaging students in others’ mathematical ideasNoreen Webb and colleagues
22–23Working together to implement co-operative learningWendy Jolliffe
24–25Evidence in the news
26–27The latest research

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