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although student teachers are concerned about discipline and time, they are capable of challenging traditional forms of classroom interaction during their preservice in both theory and practice (Lehesvouri, Virii & Rasku-Puttonen, 2011)

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aiding learning by providing children with some instruction/help for them to gain the skills by also working themselves - e.g. in science class, given a list of instructions for an experiment (the help from the teacher) then the student will need to interpret that and put it into practise themselves (

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When teachers give essay structure plans such as the P.E.A. (point, evidence, analysis) outline

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working as a group we have student to student interaction that helped me gain knowledge from shared communication, negotiation and production. We get the chance to listen to new ideas

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can encourage pupils to share knowledge with each other to gain methods of thought that they would not have without discussing with others

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can refresh you mind and breaks learning into smaller more managble chunks

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can be refreshing to you mind and stimulate you to be more creative and come up with alternative thought patterns

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being taught in a way that is more conversational than one sided causes more thought to be put into answers to questions and engage more with the content being taught causing further ideas to be developed

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Practicals - Individual interactions with the information you are learning

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Practicals - Individual interactions with the information you are learning

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Especially in in sciences
e.g. chemistry - reactions, biology - dissections, physics - demonstrations

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We were taken as a group to an environment outside the class and given tasks to complete as a group. We were asked to solve problems using limited given information.

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I always learned better in school when we were in collaboration with eachother

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My Experiences with Cooperative Learning:  First Year Design

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Cooperative Learning Model: Strategies & Examples