Cooperative learning: Listening to how children work at school

Cooperative and collaborative learning are recognized as valuable component s of classroom learning, However, many questions remain regarding how teach ers might structure and guide children's group-learning experiences. An eth nographic case study of 29 Grade 6 and Grade 7 students who worked in group s over 5 weeks was examined to determine what was learned. Data included au diotape recordings of 6 groups of children working together across 11 work sessions, student interviews, children's self-evaluations and drawings, and research reports. Findings revealed that when working in groups, children require periods of unstructured time to organize themselves and to learn ho w to work together toward a mutual goal.