This paper analyses the role of the teacher required for cooperative learning in an inclusive classroom. Cooperative learning is an efficient and evidence-based teaching method for inclusive classrooms, which puts the emphasizes on learning that is facilitated by students rather than the teacher and thus represents a shift from traditional lecture-style classrooms to more brain-friendly environments. However, although cooperative learning is consistently acknowledged for its efficacy, its implementation remains a challenge. The question whether teachers have the professional competences needed to implement inclusive education is often ignored.
The implementation of the convention brings new challenges to the classroom. Inclusive classrooms require inclusive teaching, which means a change of paradigm from a teacher-centred education to a student-centred education has to be enforced. The traditional role distribution between teachers and students does not do justice to an inclusive classroom. The conventional imparting of knowledge and competences should be replaced by a more auto-didactical approach. Consequently, the education requirements for students and teachers change.
There is innumerable research on cooperative learning but only limited research sheds light on the new role a teacher has to take on when it comes to implementing cooperative learning in inclusive classrooms. The main questions to be answered are the following: What does a teacher need to consider when they implement cooperative learning in classrooms? How can the teacher support cooperative learning in an inclusive classroom? Is it even possible for a teacher to fulfil all requirements that come with cooperative learning in an inclusive classroom?
Table of Contents
- 1. Introduction
- 2. Cooperative Learning in Inclusive Classrooms – Potentials and Challenges
- 2.1 Cooperative Learning – What Makes It Work
- 2.2 The Limits of Cooperative Learning
- 3. The Neglected Teacher Role
- 3.1 The Teacher as a Designer of Cooperative Learning Situations
- 3.2 The Teacher as a Behavior Model
- 3.3 The Teacher as a Learning Consultant
- 3.4 The Teacher as Moderator
- 6. Outlook
Objectives and Key Themes
This essay aims to analyze the teacher's role in implementing cooperative learning within inclusive classrooms. It investigates the necessary shifts in teacher responsibilities and the challenges involved in fostering a successful cooperative learning environment for diverse learners. The essay explores the theoretical framework of cooperative learning, examining its core elements and their implications for the teacher's actions.
- The changing role of the teacher in inclusive classrooms
- The potentials and challenges of cooperative learning in inclusive settings
- The core elements of effective cooperative learning
- Specific teacher functions within cooperative learning activities
- Obstacles and requirements for successful implementation
Chapter Summaries
1. Introduction: This introductory chapter sets the stage by highlighting the mandate for inclusive education stemming from the Convention on the Rights of Persons with Disabilities (2008). It establishes the context by emphasizing the necessity for educational approaches that cater to diverse learners. Cooperative learning is introduced as an effective method for inclusive classrooms, emphasizing its shift from traditional teaching methods. The chapter highlights the gap in research focusing on the teacher's role in implementing cooperative learning in inclusive settings, posing the central question of how teachers can effectively support cooperative learning in diverse classrooms, framing the main research question of the essay.
2. Cooperative learning in inclusive classrooms – potentials and challenges: This chapter explores the potential benefits of cooperative learning in inclusive classrooms, emphasizing its ability to promote active learning, peer interaction, and knowledge construction. The chapter describes how cooperative learning allows students to explain concepts to one another, promoting deeper understanding and knowledge retention. The teacher's role in facilitating these interactions is highlighted, emphasizing the importance of creating a supportive and safe learning environment. The chapter concludes by stressing the significant dependence of successful cooperative learning on the teacher's ability to encourage student participation and collaboration.
2.1 Cooperative learning - what makes it work: This section delves into the different types of cooperative learning, focusing on the concept of "cooperative base groups" as a model particularly relevant to inclusive classrooms. The chapter discusses the long-term, heterogeneous nature of these groups, emphasizing the role they play in providing mutual support, encouragement, and accountability among students. The concept of cooperative base groups is directly linked to the creation of a supportive environment that enables all students to thrive academically and socially.
Keywords
Inclusive education, cooperative learning, teacher's role, inclusive classrooms, heterogeneous learning groups, student-centered learning, peer interaction, collaboration, educational strategies, diverse learners.
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This text is a comprehensive preview of an essay analyzing the teacher's role in implementing cooperative learning within inclusive classrooms. It examines the necessary shifts in teacher responsibilities and the challenges of fostering successful cooperative learning for diverse learners.
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The essay explores the changing role of the teacher in inclusive classrooms; the potentials and challenges of cooperative learning in inclusive settings; the core elements of effective cooperative learning; specific teacher functions within cooperative learning activities; and obstacles and requirements for successful implementation.
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What are the key elements of cooperative learning discussed in the essay?
The essay delves into the core elements of effective cooperative learning, including the concept of "cooperative base groups" as a particularly relevant model for inclusive classrooms. It emphasizes the long-term, heterogeneous nature of these groups and their role in providing mutual support, encouragement, and accountability among students.
What is the role of the teacher in cooperative learning, according to the essay?
The essay highlights the significant role of the teacher in facilitating successful cooperative learning. It identifies several key teacher functions, including designing cooperative learning situations, acting as a behavior model, serving as a learning consultant, and moderating group interactions. The teacher's ability to encourage student participation and collaboration is stressed as crucial for success.
What are the challenges of implementing cooperative learning in inclusive classrooms?
The essay acknowledges the challenges involved in fostering a successful cooperative learning environment for diverse learners. It implicitly addresses the need for teachers to adapt their teaching methods and create a supportive and safe learning environment to address the diverse needs of students.
What is the significance of inclusive education in the context of this essay?
The essay emphasizes the mandate for inclusive education stemming from the Convention on the Rights of Persons with Disabilities (2008). It positions cooperative learning as an effective method for inclusive classrooms, highlighting its ability to cater to the diverse needs of learners.
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Keywords include: Inclusive education, cooperative learning, teacher's role, inclusive classrooms, heterogeneous learning groups, student-centered learning, peer interaction, collaboration, educational strategies, and diverse learners.
What is the overall aim of the essay?
The essay aims to analyze the teacher's role in implementing cooperative learning within inclusive classrooms and investigate the necessary shifts in teacher responsibilities to foster a successful cooperative learning environment for diverse learners.
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- Sarah Eisenfeld (Autor), 2018, The teacher’s role in cooperative learning in inclusive classrooms, Múnich, GRIN Verlag, https://www.grin.com/document/459666
