As a philosophy and religious studies high school teacher in the United Kingdom, Tom Bennett discovered that a good deal of what was considered orthodoxy in the profession was unsubstantiated. It was the inspiration for his book, "Teacher Proof: Why Research in Education Doesn't Always Mean What It Claims, and What You Can Do about It,"…

This teaching note describes my multiyear experience with interventions designed to enhance student engagement and learning through various teaching techniques, most notably active and collaborative learning through local case studies. While other aspects of this course had been successful, I was disappointed in the level of engagement--the…

Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students…

In highlighting the importance of problem-based learning in the development of 21st century skills, (Yun Jo) An (2013) identified the challenges faced by novice teachers in its implementation and suggested strategies to support them. This commentary explores two aspects mentioned in the article, assessment and the role of collaboration, and argues…

This paper offers an overview of the development of the peer-led team learning (PLTL) model for teaching and learning chemistry, from the personal journeys of the authors in their classrooms to the national dissemination of the model to the full range of colleges and universities and to other STEM disciplines. In the PLTL model, students who have…

Starting from the contribution on the "ten principles of effective pedagogy" by James and Pollard, we critically reflect on some of the principles and assess whether these principles can be grounded in the wider European research literature that has accumulated internationally. We conclude that these principles can be supported and…

In this article, the author shares her reflections on teaching and learning. The author's teaching philosophy is rooted in her studies of developmental psychology and educational psychology. The theoretical approach most compatible with her view of teaching and learning advocates a contextualist and interactionist view that Tharp and Gallimore…

Several studies on cooperative learning suggest that cooperative learning make students develop more higher level reasoning, more frequent generation of new ideas and solutions, and greater transfer of what is learned within one situation to another. Cooperative learning also promotes academic achievement, increases retention, and vastly improves…

Writing center theory in general seems to favor a collaborative model of the tutorial where the tutor and tutee work together to create shared knowledge and a shared text and an expressionist model of the tutorial which requires that the tutor do less talking and more listening. Writing center empirical research, however, suggests that the key…

There is a rich theoretical base for cooperative learning. Three interrelated types have been developed (formal, informal, cooperative base groups) that provide a framework for effective college teaching. However, too much emphasis is placed on developing the skills of individuals and too little on creating learning communities within which…

Maintains that low achieving readers receive poorer quality instruction than their higher achieving peers. Suggests changes based on reading as an active process of constructing meaning from text. Provides examples of ways to foster collaboration and give students choices in reading and writing materials--activities that can result in improved…

In response to Slavin (EC 232 394), the article examines the research on cooperative learning with academically talented students and considers the potential for abuse of cooperative learning as an educational provision for this population. Limitations of cooperative instruction such as use of grade level materials and evaluation primarily on…

Advocates cooperative learning as an instructional model for use by middle and high school social studies teachers to improve students' understanding of content and encourage students to become actively and constructively involved in the learning process. Describes five cooperative learning strategies appropriate for the social studies classroom…

Reviews advantages and disadvantages of group projects. Reviews basic tenets of teamwork design, including the "forming, storming, norming, and performing" stages of team development. Notes that carefully defined teams and projects may offer a solution. Includes a 28-item bibliography of helpful resources for teamwork. (SR)

Argues that active learning strategies and child-centered curriculum, commonly used in primary grades, are also particularly effective in the intermediate elementary grades. (SR)