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- Vol 3 RE: Chapters 6, 10, 11
- Vol 3 TE: App C
cooperative learningpositive interdependenceindividual accountabilitypromotive interactionsocial skills instructiongroup-process reflectiondialogic reasoningcollaborative assessmentBook Evidence summaryAt a glance
Gillies connects research on cooperative learning with detailed guidance for establishing productive classroom groups. Cooperative learning is more than seating students together: tasks and routines should create positive interdependence, individual accountability, promotive interaction, social skills, and reflection on group processes.
Key ideas
The teacher structures goals and resources, teaches students how to explain reasoning, ask questions, disagree constructively, and support participation, then monitors talk and intervenes with prompts that extend thinking rather than taking over the task. The book reviews cognitive, motivational, and social foundations, considers diverse learners and age groups, and addresses assessment of both outcomes and collaboration. Case studies and exercises show common implementation difficulties, including unequal participation, off-task talk, status differences, time pressure, and teachers’ uncertainty about relinquishing control. Cooperative learning is not inherently effective whenever work is done in groups.
Why it matters
Its benefits depend on intellectually worthwhile tasks, explicit preparation, accountable contributions, skilful discourse, observation, feedback, and repeated opportunities for groups and teachers to improve.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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