Group Processes in the Classroom

Abstract

Group processes in the classroom occur when peers engage in a common task and can include a variety of both social and cognitive processes. The focus of this article is on cooperative or collaborative groups of peers. Thus, group processes occur during peer learning. The article describes a number of theoretical orientations toward peer learning that suggest different explanatory mechanisms for effective peer learning. These orientations have different implications for important decisions in the classroom. The relationship between what researchers know about effective group processes and the use of this knowledge by teachers is examined. Two models for considering group processes are described which attempt to integrate the varying theoretical orientations to peer learning. These models may make it possible to provide a better linkage between empirical research and classroom practice. Finally, directions for future research are outlined.