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