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ERIC Number: EJ721697
Record Type: Journal
Publication Date: 2005-Nov-1
Pages: 17
Abstractor: Author
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1359-866X
Teachers' Scaffolding Behaviours During Cooperative Learning
Gillies, Robyn M.; Boyle, Michael
Asia-Pacific Journal of Teacher Education, v33 n3 p243-259 Nov 2005
This paper outlines the types of verbal interactions teachers engage in to challenge children's thinking and problem-solving during cooperative learning. The paper also provides examples of how children model many of the verbal interactions they have seen demonstrated in their discourse with each other. It appears that when teachers are explicit in the types of thinking they want children to engage in, it encourages children to be more focused and explicit in the types of help they provide. Understanding the key role that teachers play in promoting thinking and problem-solving in their students is particularly important given that it is the quality of talk that children generate that is a significant predictor of their learning.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 5; Grade 6; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australia