| Sumario: | The paper describes a model designed to support the development of children's group skills by explicitly scaffolding reflection on collaboration and providing feedback using the children's self-assessment of these skills. The model incorporates existing training schemes, including procedural prompting, assigning roles, modelling exchanges, and giving feedback. This paper then reports a study that compared 9 and 10-year-old children who used a computer-based implementation of this model (n=26) with children who did not use the system (n=25). The study found: a trend for improved recall of material studied, that the children believed the computer assessment of group skills used was correct, and finally, the time spent reflecting on their group behaviour increased when the children thought they were being observed by the system. The implications of these findings are discussed.
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