Although cooperative learning is an effective instructional method, it cannot be taken for granted that students will gain new knowledge when engaging in a cooperative activity. Even if cooperative learning is effectively designed, problems might arise regarding cognitive, behavioral and motivational aspects of learning. For students to gain knowledge, cognition, metacognition, behavior and motivation should be collectively regulated by the group, which is called the socially shared regulation of learning (SSRL). However, up until now, there has been no consensus about how SSRL is manifested during cooperative learning. This study investigated how SSRL is manifested during cooperative learning by means of a grounded theory approach. This was done to identify what is necessary for effective SSRL and what its consequences are. A theoretical model was built based on the data in order to portray these prerequisites and consequences of SSRL. This study also investigated whether equal participation fostered SSRL. In this study, participants were students from the fourth, fifth and sixth grades of elementary school, working together in groups of four (n = 104). The data indicated that SSRL is a rare process, the absence of which caused less structured collaboration in groups who were not prompted to participate equally.

Literature agrees that learning in heterogeneous groups could benefit from support that structures the cooperative process, but has been inconclusive as to what this support should look like. This study investigated the effects of a worksheet that structured a heterogeneous cooperative process. The worksheet addressed the elements of social interdependence theory. Fourth to sixth graders (n = 136) worked cooperatively in 34 heterogeneous groups of four, either with or without the worksheet. Results showed that heterogeneous cooperation benefited from the worksheet. Group members with the worksheet participated more equally in the domain-related dialogue, and a larger proportion of the group dialogue was task oriented and spent on exchanging domain-related explanations in comparison with the control group. However, adding the worksheet helped only low-ability children to increase their level of knowledge. Future research should look into possibilities for children’s learning outcomes to benefit more from improved heterogeneous group dialogue.

This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn at a level matching their specific needs and abilities within the social context of regular education. BE COOL! uses the ability-adjusted jigsaw method, in which children of varying ability levels work together on a design for which they acquire knowledge by working on tailored assignments in groups with children with the same ability level. This differentiation method unites elements of learning by design, learning together, and learning by inquiry. In this article, we first present the conceptual foundations underlying BE COOL! Next, we describe the learning environment and its components as incorporated in a seven-week science lesson series in which fourth to sixth graders must design a liveable house on the moon for a family of four. Then, we describe our design process, in which research and development alternated and we end with a brief presentation of the learning environment’s added value for educational practice.