Good morning everyone, Reading the postings over the last few days there appears to be a schism developing between "lecturing" and "co-operative learning". Need this split develop? I don't consider it necessary to divide into one group or the other. I believe that "lecturing" can be encompassed into the "co-operative learning" model. At the commencement of each session all that Ben Preddy lists can be included (albeit in a "not too long" monologue) as an introduction. The teacher's role throughout the lesson is to circulate - not catch up on some other task as has been suggested; to pose challenging questions (to facilitate the development of metacognitive skills); to keep group members on task; and to learn from one's students. Obviously there are many other lines which the teacher may follow throughout this section of the "class lesson" - my list is brief. Following the group work of the lesson comes the "follow-up" phase where the whole class comes together to discuss each group's findings, to justify their results and to note dissenting opinions; to share learning and to question each other. Hope this challenges further comment. Regards, K.
Kevin J. Maguire School of Education Telephone: 61 3 9479 2080 La Trobe University Melbourne Victoria