ABSTRACT
This chapter examines the characteristics of cooperative and collaborative learning and the theories underpinning these as teaching strategies. It explores the benefits of collaborative learning for middle years students. The chapter considers strategies that enhance the success of collaborative learning. It explores the important role of the teacher as facilitator in collaborative learning and the implications for teaching. There is a significant amount of literature focused on cooperative learning and collaborative learning which explores their effectiveness and guides their use as pedagogical strategies to support student learning. Collaborative learning has been described as students working together to co-create and co-produce a product or a response to a problem. Collaborative learning has been reported to improve students’ academic outcomes. Individual responsibility and accountability can be created through a range of recording and reporting processes that track and create responsibility for individual contributions and effort throughout the group task.
