Cooperative Learning Through a Reflective Lens

• Record Nr.: UNINA9911026126903321
• Autore: Jacobs George M
• Pubbl/distr/stampa: Toronto : , : University of Toronto Press, , 2022; ©2022
• ISBN: 9781800502277; 1800502273
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (222 pages)
• Collana: Reflective Practice in Language Education Series
• Altri autori (Persone): LieAnita; TamahSiti Mina
• Disciplina: 371.36
• Soggetti: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Frontmatter -- Contents -- Series Editor’s Preface -- Introduction: Hurray for Cooperation! -- Chapter 1 Background on Cooperative Learning -- Chapter 2 Eight Principles of Cooperative Learning -- Chapter 3 Nuts and Bolts of Cooperative Learning -- Chapter 4 Assessment in Cooperative Learning -- Chapter 5 Cooperative Learning and Reflective Practice -- Chapter 6 Teachers Cooperatively Reflecting on Their Students’ Use of Cooperative Learning -- Chapter 7 Putting It All Together: Cooperative Learning and Teacher Reflection in Language Lessons -- Conclusion: Hurray for Cooperative Learning through a Reflective Lens -- References -- Index
• Sommario/riassunto: This book examines cooperative learning (CL) through the lens of reflective language teaching, exploring a range of issues on which teachers will want to reflect, and suggesting ways in which they could do that reflection.The book begins with background on cooperative learning, including its theoretical roots and the research which supports its use. It outlines eight principles for using cooperative learning and offers examples as to how to implement those principles. Further highlighting the book’s practical focus is a chapter on nuts and bolts matters that need to be considered when teachers help their students do cooperative learning. The light of reflection shines throughout the book, including a chapter on how to encourage ; reflection among students on their own learning and on the functioning of their cooperative learning groups. Another chapter offers guidance on how reflection can inform teachers’ use of cooperative learning with their students, as well as teachers’ cooperation with their colleagues. The practical icing on the tasty, highly nutritious cake that this book serves up for teachers is example lessons that bring to life the principles and practicalities discussed.