Peer groups as settings for learning

Abstract

Richard A. Schmuck Center for Educational Policy and Management University of Oregon Eugene, Oregon l6vi6ost education takes place in group situations. In fact, the class group is not merely an economical way of teaching; it is at the heart of the learning process. Group impact and influence on its members can be a powerful force toward learning or toward supporting the learning process. If teachers were able to create learning groups in which members helped one another, learning results would be far greater. Leland P. Bradford-Founder National Training Laboratories Seems like sound theory, but what does Bradford's statement mean for practice? That is the fundamental question of this paper. Before addressing this question however, let's look at some actual learning settings in which peer relationships are being mobilized constructively for learning. For a few examples listen to these students of different ages chatting with their parents about school. Kindergarten. Hi Janet, what a big girl you are now! was your first day of school? OK! That's good. happened? Oh, nothing. Really? Can't you remember anything that seemed important? don't know. Think real hard. Well, the teacher said that she wasn't the teacher really. She said we all were the teachers-she meant us, the kids-and she would help us teach one another. did she mean, Dad? Second Grade. How is your reading going, John? I guess. What book are you working on now? What do you mean? It's the same, regular book. I can't remember the name of it. Are the stories good? They're OK, I guess. Can you remember any of them? No. Well, what else is happening in school? Nothing, much, except Jeff is really nice. Oh, who's Jeff? a fifth grader who talks with me everyday for awhile. He's called my tutor. I really like him. What do you do together? Nothing-well mostly we talk and do some reading-we read this neat story today about a circus-he helps me with the words and stuff-I really like him! Fifth Grade. a tutor now Dad! That's great. told little Pete, the kid I'm working 272 Theory Into Practice