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
Research Objectives and Focus Areas
The primary objective of this work is to analyze the evolving and often overlooked role of the teacher when implementing cooperative learning strategies within an inclusive classroom environment, specifically addressing the tension between student-centered learning and the necessary guidance provided by the instructor.
- Theoretical foundations of cooperative learning and its core elements.
- Challenges associated with implementing inclusive teaching practices.
- New functional requirements for teachers, including design, modeling, and consulting.
- Barriers to effective implementation such as class size and lack of diagnostic competence.
- The dilemma between fostering social-affective goals versus cognitive learning goals.
Excerpt from the Book
3.1 The teacher as a designer of cooperative learning situations
Whether the cooperation in group work and teamworks is successful, depends on the interaction of different components. Components that influence a cooperative learning situation are task instructions, characteristics of the learner, and motivational stimuli (cf. Pauli & Reusser, 2000). Research shows that not all learners benefit from cooperative learning equally. The homogeneity or heterogeneity in regards to previously acquired knowledge or cognitive skills within a group is different and influences the learning effect. The social relationships, the academic status, and the sex of the team partner are also components, which have to be factored in when designing a cooperative learning situation. “[…] Researchers have also found that status characteristics can produce inequities in participation by determining relative activity and influence in the group” (Cohen & Lotan, 1995). Learners with a higher academic status are more active during group or team works and tend to have more influence on the task solution than low status individuals. The group work’s quality is generally higher if two students of the same sex or two students who are friends work together. “[…] Teachers can alter the status processes in a heterogeneous classroom by altering the expectations for competence that students hold for themselves as well as expectations they hold for one another” (Cohen & Lotan, 1995).
In order to create motivational stimuli, two components are relevant. It is important that the students know what the goal is and that it can only be reached through joint effort and mutual support. On the other hand, all group members should feel individually responsible for the goal attainment (Pauli & Reusser, 2000). Besides the form of a task, what also influences the group work’s performance and the quality of the group results is the transparency and clarity of the assignment. The teacher needs to clearly communicate the goal of the assignment and refer to appropriate cognitive and metacognitive strategies that could be helpful in solving the task.
Summary of Chapters
1. INTRODUCTION: This chapter provides the legal and pedagogical context for inclusive education and outlines the shift from traditional teacher-centered instruction to student-centered cooperative learning.
2. COOPERATIVE LEARNING IN INCLUSIVE CLASSROOMS – POTENTIALS AND CHALLENGES: This section explores the structural elements that make cooperative learning effective while identifying systemic and practical barriers, such as teacher-student ratios and lack of differentiated materials.
3. THE NEGLECTED TEACHER ROLE: This chapter argues that current research often ignores the teacher's active role, proposing that teachers must function as designers, behavior models, consultants, and moderators to ensure successful group work.
6. OUTLOOK: This concluding section summarizes the multidimensional nature of the teacher's task and emphasizes the urgent need for better resources and professional training to support inclusive pedagogy.
Keywords
Cooperative learning, inclusive classrooms, teacher role, student-centered education, group work, pedagogical challenge, socio-cognitive conflict, heterogeneous learning, diagnostic competence, teacher-student interaction, inclusive pedagogy, classroom management, individualized learning, academic status, educational policy.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines the changing and essential role of the teacher when applying cooperative learning methods specifically within inclusive educational settings.
What are the central themes discussed in the work?
The core themes include the theoretical structure of cooperative learning, the barriers to implementing inclusive teaching, and the shift in teacher functions required for successful group dynamics.
What is the primary research question?
The primary research question asks what a teacher needs to consider when implementing cooperative learning in inclusive classrooms and whether it is possible for a teacher to meet all these demands.
Which pedagogical methodology is central to this analysis?
The work utilizes a student-centered approach, focusing on the five core elements of cooperative learning as a method to support learners with diverse needs.
What does the main body of the paper cover?
The main body evaluates cooperative learning from a teacher’s perspective, detailing how the teacher acts as a designer, behavior model, learning consultant, and moderator, while addressing the challenges of each role.
How can one define the most important keywords for this study?
The key terms reflect the intersection of inclusive pedagogy, cooperative learning strategies, and the evolving professional requirements placed upon teachers in modern, heterogeneous classrooms.
What are the specific risks mentioned regarding cooperative learning in groups?
The paper identifies risks such as "social loafing," negative group dynamics, and the danger of stronger students regressing or weaker students failing to progress due to unmonitored group work.
How does the author characterize the role of the teacher as a 'behavior model'?
The teacher acts as a behavior model by exemplifying professional argumentation, constructive discussion, and respectful communication, which students then observe and imitate during their own cooperative interactions.
- Arbeit zitieren
- Sarah Eisenfeld (Autor:in), 2018, The teacher’s role in cooperative learning in inclusive classrooms, München, GRIN Verlag, https://www.hausarbeiten.de/document/459666
