A Model for Group Processing in Cooperative Learning

Autor/inn/en	Sutherland, Sue; Stuhr, Paul T.; Ressler, James; Smith, Carol; Wiggin, Anne
Titel	A Model for Group Processing in Cooperative Learning
Quelle	In: Journal of Physical Education, Recreation & Dance, 90 (2019) 3, S.22-26 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sutherland, Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2019.1559676
Schlagwörter	Cooperative Learning; Teaching Methods; Social Development; Individual Development; Student Centered Learning; Adventure Education; Safety; Physical Education; Group Dynamics + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Entwicklung; Individuelle Entwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Sicherheit; Körpererziehung; Sportunterricht; Gruppendynamik
Abstract	Group processing is arguably the pivotal element when implementing cooperative learning (CL). It is the primary vehicle to help group members reflect on behaviors that impede or enable group work. Participating in group processing facilitates students' understanding of their own personal and social development as they recognize how they have negotiated conflict, worked together to overcome struggles, and developed a new understanding of their group members. Despite the pivotal role it plays within CL, group processing is often forfeited due to lack of time, the misguided notion that students reflect by simply engaging in the activities, or because teachers do not know how to facilitate an effective group-processing session. To counter these challenges, there is a need for a structured, student-centered approach. Borrowing from the authors' work in adventure-based learning, this article proposes that the Sunday afternoon drive debrief model provides an approach that prioritizes group processing for teachers using CL. While the Sunday afternoon drive model is briefly explained in this article, the main focus is on specific pedagogical strategies that have been used while implementing CL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01