ABSTRACT
This chapter examines the learning theories that underpin cooperative and collaborative learning, explores the affective and academic benefits as well as the limitations of cooperative and collaborative learning and considers teaching strategies that enhance the success of collaborative learning and understand the role of the teacher as facilitator. It identifies and describes cooperative and collaborative teaming as a practice in the primary years and considers strategies to build learning communities and the use of information and communication technologies to enhance the cooperation and collaboration of primary years students. As children enter the middle primary years of schooling, generally the style of instruction changes from small-group or circle-time activity to whole-class direct instruction, which is then supported by collaborative small-group activities where students are expected to work together to complete tasks.
