ABSTRACT
This chapter presents three discourse patterns that have been developed by King for use by peer learning groups to mediate their own learning. These three discourse patterns are designed to facilitate different types of learning: complex knowledge construction, problem solving, and peer tutoring. The theoretical basis of these mediational models is presented as are research findings showing empirical support for their effectiveness. Discussion focuses on ways in which these discourse patterns promote interactive cognitive activity as well as the metacognitive processes needed to regulate that activity.
