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Collaborative Learning in Action | Zookal Textbooks | Zookal Textbooks
  • Author(s) Laurie Brady
  • Edition1
  • Published4th April 2006
  • PublisherPearson Education Australia
  • ISBN9780733978470
  • University course codes
    • University of Newcastle:EDUC3185 - Integrated and differentiated curriculum
    • University of Newcastle:EDUC6634 - The Practising Professional: Primary
    • University of Newcastle:EDUC6763 - Integrated Curriculum

For 1st to 4th year teacher education students in the ‘practicum’, ‘education’ or ‘professional studies’ sections of their course.


Collaborative Learning in Action identifies and explains the great variety of teaching strategies and the ‘structures’ in which they operate. This text is underpinned by a view of learning that involves teachers and students engaging in meaningful collaborative dialogue.


Strategies include: questioning, discussing, brainstorming, problem solving, role playing, simulating, explaining, narrating; the use of activities such as ‘thinking hats’, ‘thinker’s keys’, games, moral dilemmas and value clarification; participation in exhibitions, projects, excursions; the use of graphic organisers and technology. The text also explains the practical implications of the work of Bloom, Gardner, de Bono, Taba, Michaelis, Pohl, Ryan and Suchman.



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  • Author(s) Laurie Brady
  • Edition1
  • Published4th April 2006
  • PublisherPearson Education Australia
  • ISBN9780733978470
  • University course codes
    • University of Newcastle:EDUC3185 - Integrated and differentiated curriculum
    • University of Newcastle:EDUC6634 - The Practising Professional: Primary
    • University of Newcastle:EDUC6763 - Integrated Curriculum

For 1st to 4th year teacher education students in the ‘practicum’, ‘education’ or ‘professional studies’ sections of their course.


Collaborative Learning in Action identifies and explains the great variety of teaching strategies and the ‘structures’ in which they operate. This text is underpinned by a view of learning that involves teachers and students engaging in meaningful collaborative dialogue.


Strategies include: questioning, discussing, brainstorming, problem solving, role playing, simulating, explaining, narrating; the use of activities such as ‘thinking hats’, ‘thinker’s keys’, games, moral dilemmas and value clarification; participation in exhibitions, projects, excursions; the use of graphic organisers and technology. The text also explains the practical implications of the work of Bloom, Gardner, de Bono, Taba, Michaelis, Pohl, Ryan and Suchman.



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