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|Title:||Transferring CSCL Findings to Face-to-Face Teacher Practice|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Kaendler, C., Wiedmann, M., Rummel, N., Leuders, T., & Spada, H. (2013). Transferring CSCL Findings to Face-to-Face Teacher Practice. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 279-280). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||Collaborative learning is a well-researched instructional approach that is highly effective and often superior to individual learning. However, the fruitfulness of the collaboration depends on the quality of the student interaction. What do teachers need to know to monitor the quality of the group interactions? We developed a model describing teachers' competencies for Implementing Collaborative Learning in Mathematics (ICLM). We illustrate here how CSCL findings may inform monitoring, one major facet of teachers' ICLM competencies.|
|Appears in Collections:||CSCL 2013|
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