Productive Group Work

Find out how matching research-based principles of collaborative learning with practical action can make all group work productive group work, with all students engaged.

The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning. Although the clear importance of the social context of peer learning is not ignored, the volume's emphasis is on the cognitive growth that occurs within the learning environment. Any discussion of peer learning involves consideration of who is learning, how the role of peers with whom one works can be conceptualized, what it is that peers learn together, what changes as a result of the interaction, and how we can know what occurs in groups or what has been learned. The chapters in this book speak to these questions. The key question underlying many of these others is why we should worry about the intricacies of peer interaction. Both the practical and theoretical reasons for doing so are delineated. The developmental theory presented in the Introduction lays the foundation for the later descriptions of specific techniques, though many of the techniques reflect a range of other influences as well. Part I presents the implications of the work of two major theorists in cognitive development, Piaget (Ch. 1) and Vygotsky (Ch. 2). In Part II, six chapters describe a variety of peer learning techniques or models of collaboration, many of which are influenced by the work of Piaget and Vygotsky. The chapters in Part III consider the role of the teacher and the skills needed when using peer learning as an instructional strategy. The Conclusion points to areas in which further research is needed. This volume is based on original papers presented by the contributing authors in November 1996 at the Rutgers Invitational Symposium on Education on Cognitive Skills and Learning With Peers.

The key idea of the book is that scientific and practical advances can be obtained if researchers working in traditions that have been assumed to be mutually incompatible make a real effort to engage in dialogue with each other, comparing and contrasting their understandings of a given phenomenon and how these different understandings can either complement or mutually elaborate on each other. This key idea applies to many fields, particularly in the social and behavioral sciences, as well as education and computer science. The book shows how we have achieved this by presenting our study of collaborative learning during the course of a four-year project. Through a series of five workshops involving dozens of researchers, the 37 editors and authors involved in this project studied and reported on collaborative learning, technology enhanced learning, and cooperative work. The authors share an interest in understanding group interactions, but approach this topic from a variety of traditional disciplinary homes and theoretical and methodological traditions. This allows the book to be of use to researchers in many different fields and with many different goals and agendas.

This book is an accessible entry point into the theory and practice of work reflection for students and practitioners. Taking a cross-disciplinary approach, it covers management, education, organizational psychology and sociology, drawing on examples from Europe, the Middle East, North America and Australia. It traces reflection at work from an emphasis on training, through a focus on how organizations learn, to a concern with the necessary learning groups to operate effectively. It emphasizes productivity combined with satisfying lived experience of work life and points the way to a new collective focus on learning at work.

Few books in computing have had as profound an influence on software management as Peopleware. The unique insight of this longtime best seller is that the major issues of software development are human, not technical. They’re not easy issues; but solve them, and you’ll maximize your chances of success. “Peopleware has long been one of my two favorite books on software engineering. Its underlying strength is its base of immense real experience, much of it quantified. Many, many varied projects have been reflected on and distilled; but what we are given is not just lifeless distillate, but vivid examples from which we share the authors’ inductions. Their premise is right: most software project problems are sociological, not technological. The insights on team jelling and work environment have changed my thinking and teaching. The third edition adds strength to strength.” — Frederick P. Brooks, Jr., Kenan Professor of Computer Science, University of North Carolina at Chapel Hill, Author of The Mythical Man-Month and The Design of Design “Peopleware is the one book that everyone who runs a software team needs to read and reread once a year. In the quarter century since the first edition appeared, it has become more important, not less, to think about the social and human issues in software develop¿ment. This is the only way we’re going to make more humane, productive workplaces. Buy it, read it, and keep a stock on hand in the office supply closet.” —Joel Spolsky, Co-founder, Stack Overflow “When a book about a field as volatile as software design and use extends to a third edition, you can be sure that the authors write of deep principle, of the fundamental causes for what we readers experience, and not of the surface that everyone recognizes. And to bring people, actual human beings, into the mix! How excellent. How rare. The authors have made this third edition, with its additions, entirely terrific.” —Lee Devin and Rob Austin, Co-authors of The Soul of Design and Artful Making For this third edition, the authors have added six new chapters and updated the text throughout, bringing it in line with today’s development environments and challenges. For example, the book now discusses pathologies of leadership that hadn’t previously been judged to be pathological; an evolving culture of meetings; hybrid teams made up of people from seemingly incompatible generations; and a growing awareness that some of our most common tools are more like anchors than propellers. Anyone who needs to manage a software project or software organization will find invaluable advice throughout the book.

Better Learning Through Structured Teaching describes how teachers can help students develop stronger learning skills by ensuring that instruction moves from modeling and guided practice (situations where the teacher has most of the responsibility) to collaborative learning and, finally, to independent tasks. You'll find out how to use the four components of this approach to help meet critical challenges, including differentiating instruction and making effective use of class time: 1. Focus Lessons: Establishing the lesson’s purpose and then modeling your own thinking for students.2. Guided Instruction: Working with small groups of students who have similar results on performance assessments. 3. Collaborative Learning: Enabling students to discuss and negotiate with one another to create independent work, not simply one project. 4. Independent Tasks: Requiring students to use their previous knowledge to create new and authentic products. The authors explore each component using student dialogues and examples from a variety of disciplines and grade levels. They provide tips and tools for successfully implementing this instructional approach in your own classroom, including checklists for classroom setup and routines, critical questions, real-world lesson plans, and more. No matter what grade level you teach, Better Learning Through Structured Teaching is your essential guide to helping students develop and expand their capacity for authentic and long-lasting learning.

The Confident Teacher offers a practical, step-by-step guide to developing the habits, characteristics and pedagogy that will enable you to do the best job possible. It unveils the tacit knowledge of great teachers and combines it with respected research and popular psychology. Covering topics such as organisation, using your body language effectively, combatting stress, managing student behaviour, questioning and feedback, and developing confident students, it shows how you can build the confidence and skill to flourish in the classroom. This book will be an essential resource for all qualified and trainee teachers wanting to reach their full potential in this challenging but rewarding profession.