Cooperative learning

1
Cooperative learning

• By Susan Cunningham
• Understanding a new way means experiencing it a
  bit with those who set out earlier into a
  different dimension. (Gibbs, 2001176)

2
Aims

• To promote pupil-centred participatory methods to
  increase pupil involvement and engagement in
  learning.
• To find strategies for optimising collaboration
  itself, and how to support learners in this
  process. (Howe et al, cited by Littleton
  2000254)
• It is not about collecting statistics to measure
  pupil attainment or academic progress. Its aim
  was to see (based on actual classroom changes in
  practice) if using techniques such as developing
  a shared language, facilitation, scaffolding and
  modelling, pupils co-operative learning skills
  would be raised.

3
Structured Techniques

• Previous research studies found the use of
  structured techniques was necessary to ensure the
  success of co-operative learning.
• These methods should be
• Pupil-centred
• Planned
• Practical
• Manageable
• Cross-curricular
• Require little or no prep-time (Kagan)

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Developed with the pupils

Roles
Mind Mapper
Director
Records answers or main points. Makes sure
everyone agrees with what is being written down.
Tells the group the task. Makes sure everyone
has a turn
Runner
Presenter
Runs to get any equipment. Asks teacher for help
if no-one else in group can help first.
Presents the group's ideas to the class and
answers any questions they ask.
5
Recording roles

• To ensure fairness, the Mind Mapper recorded each
  team members role on a simple grid

6
Other techniques trialled

• Voting board
• Moveable card/paper
• Parlez pegs

7
Reflective task sheets

• Simple
• Integral to all activities check, target,
  improve, evaluate, reflect
• This corroborates Johnson and Johnsons
  conclusion that one of the basic elements of
  co-operative learning is
• frequent and regular group processing of current
  functioning to improve the groups future
  effectiveness.
• www.co-operation.org/pages/overviewpaper.html 1994

8
Peer Assessment

• CATALYSTS pupils as valuable and
  honest research partners
• 
  
• insightful
  observations from modelling techniques and
  facilitating learning
• Eight skills and pupil assessement grid added to
  each team pack.
• Skills takes turns, explains tasks to others,
  helps others, gives directions, listens to
  others, asks questions, encourages others/uses
  group grins, summarizes/goes over main points.
• Pupils cut up the 8 skills (which can be
  adapted/added to) so they were moveable.
• As part of reflection, pupils matched the skills
  with the appropriate group members (limited this
  to 5 skills initially, which we as a class chose
  to best fit the particular task).
• Matching the skills spot on vs. strengths I
  would otherwise have missed. Pupils could always
  justify their choices and give examples of how
  the members had displayed the skills.

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Team Packs

• A5 polypocket (with team label) containing-
• Roles sheets
• Task sheets
• Assessment grids and skills
• Group Ways cards blanks (Introductory group
  activity)
• Role cards
• Voting stars
• Parlez pegs on border off-cuts
• Pieces of card/paper

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Findings

• Everyone became equal partners in the learning
  process
• Slower, less confident pupils relaxed,
  participated, learned and enjoyed success
• Teams became responsible for their own actions
  and learning
• Marked teacher-input drop and increase of pupil
  problem-solving, talking and learning (Studies
  into co-operative learning have shown
  teacher-talk drops from 70 to 25.)
• Less low-level disruption as all pupils actively
  engaged
• Teacher becomes facilitator, scaffolding learning
• Pupils learn co-operative skills to use in other
  situations
• Pupil comments develop from write neater or be
  more quiet to inclusive we statements or
  co-operative targets
• Modelling methods and taking time to introduce
  and build up techniques are key to success

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Pupil responses

• Pupils became active participants, engaging in
  the learning process and altered their thinking
  from
• get the task finished
• to
• how did we work together during the task?
• i.e. shift from the
• end product to the
• process of learning.
• Comments became encouraging rather than
  accusatory.
• COMMENTS PROGRESS
• FROM Write neater.
• TO - Keep working as a great group!
• FROM ____ has to work.
• TO Listened to ideas together and were
• creative.
• FROM Be quieter.
• TO Take turns at speaking.

• The best thing about roles is -
• Having a different role every time
• You dont get muddled up with what you are
• That we all have different jobs to do
• You know what youve been so you dont be it
  again until youve all had a turn
• We each take part
• No-one was left out
• That activity was hard! We couldnt have done it
  without working together as a group.

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Benefits

• It works
• Active, mediated learning
• Pupil-centred and practitioner-friendly
• Drop of a hat, easy to implement
• Not another initiative piled on a plate already
  too full (Kagan)
• Compatible with new initiatives such as AifL,
  Curriculum for Excellence, National Priorities
• Learn with and about your pupils
• Raises self-confidence, self-esteem and
  teacher/self- expectations
• Positive knock-on effect on attainment as pupils
  learn together in a safe, inclusive environment
  and transfer their learning into independent
  situations
• Frequent and immediate peer reinforcement and
  feedback
• Suits a range of learning styles

13
Limitations

• Research project was small scale
• Short-term what about long-lasting effects?
• Would the novelty wear off?
• Applicable age-range?
• Commitment and enthusiasm restricted to one
  person so could be unsustainable
• Require a toolbox of techniques to appeal to all
  learning styles

14
Team work
Together Everyone Achieves
More confidence.raised
self-esteem...responsibility active
learnersactive listenersmore tolerance
appropriate social behaviourpositive
languagesuccess improved communication and
interpersonal skills... transformative