Teaching Through Peer Interaction prepares teachers to use peer
communication in the classroom. It presents current research of peer interaction
and language learning for teachers, including background on the role of peer
interaction in ...
Author: Rebecca Adams
Category: Language Arts & Disciplines
Teaching through Peer Interaction prepares teachers to use peer communication in the classroom. It presents current research of peer interaction and language learning for teachers, including background on the role of peer interaction in classroom language learning, guidelines for adopting and adapting peer interaction opportunities in real classrooms, and perspectives on teachers’ frequently expressed concerns and questions about peer interaction. Practical and comprehensive, this text brings together information on peer communication across the different skill areas, for different learners, in different contexts, and includes discussion on assessment. The text is replete with sample activities, tasks, and instructional sequences to aid teachers' understanding of how to use peer interaction effectively in a range of classroom settings, making it the ideal textbook for upper-level undergraduate and graduate students in language education programs, as well as in-service teachers.
This volume will also be of interest to faculty and researchers in the fields of education and psychology, to community educators who want to learn about the implications of Peer Assisted Learning beyond school contexts, and to employers ...
Author: Keith Topping
Peer Assisted Learning (PAL) involves children in school consciously assisting others to learn, and in so doing learning more effectively themselves. It encompasses peer tutoring, peer modeling, peer education, peer counseling, peer monitoring, and peer assessment, which are differentiated from other more general "co-operative learning" methods. PAL is not diluted or surrogate "teaching"; it complements and supplements (but never replaces) professional teaching--capitalizing on the unique qualities and richness of peer interaction and helping students become empowered democratically to take more responsibility for their own learning. In this book, PAL is presented as a set of dynamic, robust, effective, and flexible approaches to teaching and learning, which can be used in a range of different settings. The chapters provide descriptions of good practice blended with research findings on effectiveness. They describe procedures that can be applied to all areas of the school curriculum, and can be used with learners of all levels of ability, including gifted students, students with disabilities, and second-language learners. Among the distinguished contributors, many are from North America, while others are from Europe and Australia. The applicability of the methods they present is worldwide. Peer-Assisted Learning is designed to be accessible and useful to teachers and to those who employ, train, support, consult with, and evaluate them. Many chapters will be helpful to teachers aiming to replicate in their own school environments the cost-effective procedures described. A practical resources guide is included. This volume will also be of interest to faculty and researchers in the fields of education and psychology, to community educators who want to learn about the implications of Peer Assisted Learning beyond school contexts, and to employers and others involved in post-school training.
This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning.
Author: Masatoshi Sato
Publisher: John Benjamins Publishing Company
Category: Language Arts & Disciplines
This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners’ interactional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and sociocognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between research and practice, each study includes a section suggesting pedagogical implications.
This book encourages researchers and instructors alike to take a new look at the potential of peer interaction to foster second language development.
Author: Jenefer Philp
Category: Language Arts & Disciplines
Peer Interaction and Second Language Learning synthesizes the existing body of research on the role of peer interaction in second language learning in one comprehensive volume. In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and instructors alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, the book considers the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, Peer Interaction and Second Language Learning clarifies features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings.
CC000200 New Mexico Highlands University Career Education Project .
CC000241 The Northwest Connection : Demonstration of a Multi - State Model
for Communicating Career Education Through Peer Interaction . CC000255
ED 356 886 Parent-Child Interaction and Children's Peer Relationships: The
Differential Contributions of Mothers and Fathers to Children's Dyadic Peer Interactions. ED 356 893 Peer Teaching Improving Academic Achievement of ...
Author: Thomas Buffington & AssociatesPublish On: 1979
... Education , Inc. P.O. Box 7815 Missoula , Montana 59801 Career Education
Information , Training and Instructional ... Connection : Demonstration of a Multi -
State Model for Communicating Career Education Through Peer Interaction " .
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 ...
Author: Angela M. O'Donnell
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.
Author: Kristiina KumpulainenPublish On: 2003-12-16
Through case studies, this book highlights the use of new analytical methodologies for studying the content and patterns of children's interactions and how these contribute to their construction of knowledge.
Author: Kristiina Kumpulainen
Today's classroom presents a wealth of opportunities for social interaction amongst pupils, leading to increased interest in teachers and researchers into the social nature of learning. While classroom interaction can be a valuable tool for learning, it does not necessarily lead to useful learning experiences. Through case studies, this book highlights the use of new analytical methodologies for studying the content and patterns of children's interactions and how these contribute to their construction of knowledge. Classroom Interaction and Social Learning will be of interest to students and in service teachers and researchers concerned with classroom discourse and learning.
This book, written by leading researchers in educational and developmental psychology, provides answers to these questions by offering an integrated perspective on children’s social interactions and relationships with their peers and ...
Author: Peter Blatchford
What is the nature of children’s social life in school? How do their relationships and interactions with peers, teachers and other school staff influence their development and experience of school? This book, written by leading researchers in educational and developmental psychology, provides answers to these questions by offering an integrated perspective on children’s social interactions and relationships with their peers and teachers in school. Peer interactions in school have tended to be underestimated by educationalists, and this book redresses the balance by giving them equal weight to teacher–child interactions. In this second edition, the authors extensively revise the text on the basis of many years of research and teaching experience. They highlight common misconceptions about children, their social lives, and school achievement which have often resulted in ineffective school policy. The book includes a number of important topics, including: The significance of peer-friendships at school The nature and importance of play and break-times Aggression and bullying at school Peer relations and learning at school The classroom environment and teacher-pupil interaction The influence of gender in how children learn at school. Advantages and disadvantages of different methodological approaches for studying children in school settings Policy implications of current research findings. The Child at School will be essential reading for all students of child development and educational psychology. It will also be an invaluable source for both trainee and practicing teachers and teaching assistants, as well as clinical psychologists and policy makers in this area.
This collection of essays, with contributions from both classroom teachers and university professors, recounts some of these successes and aims to be a resource for teachers and researchers looking to increase student-initiated interaction.
Author: Jeanne R. Paratore
Publisher: International Reading Assn
Research suggests that teachers would like to relinquish some control of classroom activity to students, and many have accomplished this difficult task with notable success. This collection of essays, with contributions from both classroom teachers and university professors, recounts some of these successes and aims to be a resource for teachers and researchers looking to increase student-initiated interaction. The essays and their authors are, as follows: (1) "'Do You Really Just Want Us to Talk about This Book?': A Closer Look at Book Clubs as an Instructional Tool" (Diane Lapp; James Flood; Wendy Ranck-Buhr; Janice Van Dyke; Sara Spacek); (2) "Eavesdropping on Second Graders' Peer Talk about African Trickster Tales" (Rachel L. McCormack); (3) "Exploring Cultural Diversity through Peer Talk" (Sandy Kaser and Kathy G. Short); (4) "Lessons Taught and Lessons Learned: How Cross-Aged Talk about Books Helped Struggling Adolescents Develop Their Own Literacy" (Fenice B. Boyd and Lee Galda): (5) "Learning Is Noisy: The Myth of Silence in the Reading-Writing Classroom" (Wendy C. Kasten); (6) "Inventing Conversations in Second-Language Classrooms: What Students Say and How They Say It" (Kathryn F. Whitmore); (7) "Conflict during Classroom Discussions Can Be a Good Thing" (Janice F. Almasi and Linda B. Gambrell); (8) "Exploring the Complexities of Peer-Led Literature Discussions: The Influence of Gender" (Karen S. Evans); (9) "Encouraging Quality Peer Talk with Diverse Students in Mainstream Classrooms: Learning from and with Teachers" (Taffy E. Raphael; Cynthia H. Brock; Susan M. Wallace); and (10) "Watching Teachers Watch Children Talk about Books" (Jeanne R. Paratore; Sheila Garnick; Trinidad Lewis). Contains a subject index, an author index, and a list of page references for children's literature authors. (NKA)
Author: Elizabeth Maughan McCulloughPublish On: 1994
Elizabeth Maughan McCullough. Peer Interactions A commonly held belief about
the efficacy of dyadic teaching relationships is the necessity for the designated " teacher " in the pair to possess a greater degree of knowledge about the topic at
Teachers do not directly intervene with the target student but teach through peers
. Preschoolers and young elementary - age children have learned to use peer
social interaction skills to approach a focus student , to wait for a request ( e . g .
Author: Martha E. Snell
Publisher: Paul H Brookes Publishing Company
Facilitating positive peer relationships and supportive ties between students is essential to creating a successful inclusive classroom. This guide for teachers offers proven models on how to build these important relationships.
Chapter 34 S THE FOLLOWING examples illustrate , peer interaction can involve
two or more students working together on a joint project or helping each other in
a same - age or cross - age situation : ▻ Peggy , Joe , and Mark build a city out ...
Author: Jane Bluestein
Publisher: Fearon Teacher Aids
Provides specific guidelines for helping develop responsible learning behaviors, improving organization and time management, and sharpening goal setting and problem solving skills. In addition to providing strategies for successful teaching, this book was designed to help increase not only professionalism, but also confidence and enjoyment of teaching.
This book will be highly relevant for academics, researchers and students concerned with early childhood care and education, especially those interested in relating these issues on a global scale.
Author: Margaret Kernan
Peer Relationships in Early Childhood Education and Care brings together fresh perspectives and research about young children’s relationships. It examines children’s rights and well-being against a backdrop of increased social movement and migration, changing family structures and work practices, and the growing prevalence of education and care services for young children. With contributors from diverse cultural, geographical and disciplinary backgrounds, this edited collection shows how educators support children’s peer relationships and use these as a basis for enhancing social and cognitive development. Themes discussed include: conflicts and negotiations friendships and play group phenomena independence and interdependence identity and belonging peer relations and children with disabilities attuning adults to young children’s relationships. This book will be highly relevant for academics, researchers and students concerned with early childhood care and education, especially those interested in relating these issues on a global scale.
Swann ' s ( 1987 ) more recent study showed that interaction during structured art
activities conducted by an art teacher influenced preschool children ' s behaviors in subsequent self - directed art activities and that their peer interactions ...
The aim of this book is to help practitioners establish well-structured and effective peer learning projects using a variety of methods.
Author: Keith Topping
Publisher: Taylor & Francis
Peer learning allows a positive use of differences between pupils, turning them into learning opportunities. Yet education professionals often remain unfamiliar with the principles necessary to guarantee its effectiveness. The aim of this book is to help practitioners establish well-structured and effective peer learning projects using a variety of methods. It introduces and defines cooperative learning (mutual peer interaction) and peer tutoring (directional peer interaction) – outlining general organisational principles that will help practitioners implement peer learning in either of these forms. The authors consider how to prepare and train learners to undertake their roles effectively, and how to organise and monitor the process of interaction as it is happening. They then look at how these systems actually operate in the classroom, exploring how the organisational principles work in practice and giving many practical examples. Subsequently three successive chapters consider how to structure peer interactions in cooperative learning, same-age peer tutoring and cross-age peer tutoring. Finally, the advantages and problems, and the potential and challenges, of peer learning are examined. The book should be read in stages, with each part being able to be read on its own – thus providing time for reflection. Within each part, readers can choose to focus on cooperative learning or peer tutoring. The successive focuses on definitions, general principles of implementation and practical issues of implementation should help practitioners build their skills and confidence. Many choices between methods are described, and when teachers are confident in one method they may then consider trying a new method. It is the authors' hope that the book will become a model for peer learning by sharing with readers the skills of other practitioners, and thereby helping all children to develop to their full potential.