teachers structure learning Teachers collaborate to that require students to they are skilled at providing activities in small groups. design group tasks that help work collaboratively. considered feedback to students work and learn each other. Teachers engage in Teachers support students together on specific learning professional conversations to provide feedback to each Students design challenging goals. to investigate the evidence other using feedback and differentiated individual base for collaborative Teachers collaboratively protocols. or group tasks to achieve learning and share develop and implement identified learning goals. Teachers observe examples of their practice. protocols for group work experienced colleagues, Teachers collect data, that build student trial new strategies, and including feedback from understanding of how seek feedback to support students, to monitor and effective groups operate. changes to their practice. evaluate the impact of collaborative learning strategies. Evidence Base Evidence for Learning: Teaching and Learning Toolkit Australia: – Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge. Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E. and Dochy, F. (2013). meta-analysis of the ‘A effects of face-to-face cooperative learning: Do recent studies falsify or verify earlier Educational findings?’ Research Review, 10, 133-149: doi:10.1016/j.edurev.2013.02.002 Gillies, R. M. & Boyle, M. on cooperative learning: Issues of (2010). ‘Teachers’ reflections implementation.’ Teaching and Teacher Education, 26(4), 933-940: Greenwood, C. and Parket, R. (2013). of peer tutoring: A meta-analytic review of ‘Academic benefits School Psychology Review, 42(1), 39-55. research.’ Igel, C. C. (2010). effect of cooperative learning instruction on K-12 student learning: A meta-analysis ‘The of quantitative studies from 1998 to presented to the Faculty of the Curry School of 2009.’ PhD thesis Education, University of Virginia (UMI No. AAT 3435906). Nunnery, J. A., Chappell, S. and Arnold, P. (2013). meta-analysis of a cooperative learning models ‘A effects on student achievement in Cypriot Journal of Educational Sciences, 8(1), 34-48. mathematics.’
teachers structure learning activities in small groups. Teachers engage in professional conversations to investigate the evidence base for collaborative learning and share examples of their practice. Teachers collaborate to design group tasks that help students work and learn together on specific learning goals. Teachers collaboratively develop and implement protocols for group work that build student understanding of how effective groups operate. that require students to work collaboratively. Teachers support students to provide feedback to each other using feedback protocols. Teachers observe experienced colleagues, trial new strategies, and seek feedback to support changes to their practice. they are skilled at providing considered feedback to each other. Students design challenging and differentiated individual or group tasks to achieve identified learning goals. Teachers collect data, including feedback from students, to monitor and evaluate the impact of collaborative learning strategies. Evidence Base Evidence for Learning: Teaching and Learning Toolkit – Australia: Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge. Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E. and Dochy, F. (2013). ‘A meta-analysis of the effects of face-to-face cooperative learning: Do recent studies falsify or verify earlier findings?’ Educational Research Review, 10, 133-149: doi:10.1016/j.edurev.2013.02.002 Gillies, R. M. & Boyle, M. (2010). ‘Teachers’ reflections on cooperative learning: Issues of implementation.’ Teaching and Teacher Education, 26(4), 933-940: Greenwood, C. and Parket, R. (2013). ‘Academic benefits of peer tutoring: A meta-analytic review of research.’ School Psychology Review, 42(1), 39-55. Igel, C. C. (2010). ‘The effect of cooperative learning instruction on K-12 student learning: A meta-analysis of quantitative studies from 1998 to 2009.’ PhD thesis presented to the Faculty of the Curry School of Education, University of Virginia (UMI No. AAT 3435906). Nunnery, J. A., Chappell, S. and Arnold, P. (2013). ‘A meta-analysis of a cooperative learning models effects on student achievement in mathematics.’ Cypriot Journal of Educational Sciences, 8(1), 34-48.