Structuring cooperative group work in classrooms

Ten Australian Elementary Teachers' Discourse and Reported Pedagogical Practices during Cooperative Learning

“…Teaching children how to listen and ask for help and how to provide help to others are important for children's learning (Webb & Mastergeorge, 2003) and for the smooth functioning of groups (Gillies, 2003c). By communicating expectations for student behavior and the social skills students needed to interact appropriately, the teachers established an environment that supported children's efforts to engage with others.…”

“…Although the remaining two teachers (Ts 7 and 9) did not refer to teaching group behaviors and social skills, they noted the importance of establishing task interdependence among group members so that the children understood what they were expected to do and how they were to contribute to the group. In effect, these teachers established the conditions that are conducive to successful cooperative learning (e.g., Battistich & Watson, 2003;Gillies, 2003c;Johnson & Johnson, 2002;Slavin, 1995).…”

Efektivitas Strategi Pengelompokan Berpasangan Dalam Pembelajaran Matematika Model Core

“…Selain itu Soule dan Wesolowski (2011) juga mengatakan bahwa model CORE dapat membantu siswa untuk melatih penalaran. Strategi pengelompokan dalam 3-6 orang juga memengaruhi hasil yang diberikan, karena menurut Gillies (2003), siswa lebih termotivasi untuk mencapai pembelajaran ketika bekerja dalam kelompok sebagai rekan bekerja dibandingkan secara individual.…”

“…Model CORE pada kedua kelas mempunyai keefektifan yang sama, artinya tidak ada pengaruh strategi pengelompokan pada keduanya. Hal ini diduga karenapada strategi kelompok kecil ide yang muncul lebih banyak (Gillies, 2003) dengan cara berkolaborasi dalam kelompok (Retnowati, Ayres dan Sweller, 2010: 351) dapat memfasilitasi pemahaman. Adapun pada strategi berpasangan perhatian lebih terpusat pada pemahaman materi dan munculnya social loafing berkurang sehingga usaha yang dilakukan akan lebih maksimal (Latane, dkk, 1979).…”

Comparison of Two Small‐group Learning Methods in 12th‐grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance

“…The potential of learning together is maximized when students realize that they can not succeed unless they facilitate each other's learning (Gillies, 2003). Thus, unwanted side effects as 'free-riding' (a group member leaves it to the others to complete the task) and 'sucking' (a more active student lowers his effort because of the feeling that others are free-riding) should be suppressed.…”