ABSTRACT
Important conditions for effective peer learning include the need to structure the learning situation (Gillies, 2007; Gillies, Ashman & Terwel, 2008; Webb, 2009). As peer learning involves students working together, student interactions are the core of peer learning. Nevertheless it is not sufficient just to ask students to work together in order to actively and effectively engage each student in the learning activity. This chapter presents useful principles for teachers to organise interactions in academic tasks. We more particularly discuss how teachers may group the learners in small teams and structure interdependence as well as individual accountability/personal responsibility. Moreover, teachers can introduce some scripts and scaffolds for peer interactions. We will present each principle while giving practical guidelines and pointing to research results evidencing the effectiveness of these principles. We will conclude with the matter of assessment and evaluation of and in peer learning.
