Promoting Effective Group Work in the Primary Classroom

Author: Ed Baines
Publisher: Routledge
ISBN: 1317548752
Format: PDF
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Promoting Effective Group Work in the Primary Classroom, 2nd ed. is designed to enhance teachers’ and teaching assistants’ confidence in engaging their children in effective group work, allowing for more active participation, more on-task focus and higher levels of achievement. This accessible second edition is packed full of valuable strategies for teachers and fun activities for children, offering guidance on how to create an inclusive and supportive classroom by developing the social, communicative and group working skills of all pupils. It has been thoroughly updated and includes new material on whole school approaches to group work, the risks and challenges involved, and how to involve Teaching Assistants and other support staff in undertaking inclusive and effective group work in classrooms. A tried-and-tested, step-by-step approach encourages both children and their teachers to develop supportive relationships that have been found to facilitate academic performance, positive social behaviour and motivation. Since the first edition the authors have found that this handbook can be used successfully in many different countries around the world. With ideas to help resolve problems that might arise and suggested training activities to support pupils, this text is a one-stop resource to ensure effective group work in the classroom. It is an essential guide for both trainee and practising teachers, as well as TAs and support staff, and a valuable basis for school action.

Effective Group Work in Primary School Classrooms

Author: Peter Kutnick
Publisher: Springer Science & Business Media
ISBN: 9400769911
Format: PDF, ePub, Docs
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This book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children’s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects.

Group Work in the Primary Classroom

Author: Maurice Galton
Publisher: Routledge
ISBN: 1134958978
Format: PDF
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Drawing on the work of Vygotsky, the authors look at the social and emotional advantages children can gain from working together. They use case studies derived from the ORACLE II group work project at Leicester, and also take into account the advances made in collaborative group work in other countries. The result is a set of guidelines from which teachers can plan policies suitable for their own schools.

Learning and Teaching in the Primary Classroom

Author: Maurice Galton
Publisher: SAGE
ISBN: 1848605056
Format: PDF, ePub
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Providing a framework for understanding the individual needs of pupils, this book describes how you can tailor your teaching methods to maximise learning. You will learn how to take account of your pupils' knowledge, skills and attitudes when selecting and applying principles of instruction, in order to make learning in your classroom as successful as possible. Packed with informative case studies and classroom examples, this book explores how learning is conceptualised, direct instruction, interactive teaching, teaching as scaffolding, and how to overcome obstacles to learning. This is a must-read for all practitioners and students of primary education who wish to understand how to best apply theories of instruction, and provide effective, dynamic teaching.

Designing Groupwork

Author: Elisabeth G. Cohen
Publisher: Teachers College Press
ISBN: 0807755664
Format: PDF, Mobi
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As teachers today work in ever more challenging contexts, groupwork remains a particularly effective pedagogical strategy. Based on years of research and teaching experience, the new edition of this popular book features significant updates on the successful use of cooperative learning to build equitable classrooms. Designing Groupwork, Third Edition incorporates current research findings with new material on what makes for a groupworthy task, and shows how groupwork contributes to growth and development in the language of instruction. Responding to new curriculum standards and assessments across all grade levels and subject areas, this edition shows teachers how to organize their classroom so that all students participate actively. This valuable and sensible resource is essential reading for educators at both the elementary and secondary levels, for teachers in training, and for anyone working in the field of education.

Qualities of Effective Teachers 3rd Edition

Author: James H. Stronge
Publisher: ASCD
ISBN: 1416625895
Format: PDF, Docs
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This updated edition is packed with research-based advice and practical tools for any educator interested in improving teaching and ensuring positive outcomes for all students.

The Teacher s Role in Implementing Cooperative Learning in the Classroom

Author: Robyn M. Gillies
Publisher: Springer Science & Business Media
ISBN: 0387708928
Format: PDF, Mobi
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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.