co-operative learning overview

Co-operative learning involves grouping your students so that each student within each group work together,' share resources, ideas, feedback'(p.4). The classroom will need to be organised so that groups of tables form clusters where several students can sit and work together.

Groups work on a shared task, where everyone is clear of their own and each others roles and responsibilities. There is a high level of individual and group accountability. It is important that everyone is respectful and supportive and that the tasks are integral to the curriculum program. (p.5)

Students will need to communicate through listening, talking and constructive feedback. A set of guidelines visible in the classroom can help as can student reflection about what worked well and what needs improving. Cooperative skills are part of the assessment criteria, as are the group product that is produced. (p.6)

Cooperative learning should be used in conjunction with other teaching approaches. (p.7)

The benefits of co-operative learning are that it teaches students to work as a team and develops interpersonal skills. It can help build a safe and supportive classroom environment. (p.8)

The teacher must plan the physical layout of the classroom and explicitly teach the social skills required in addition to selecting and designing the task. Feedback, modelling, and intervention are the primary role of the teacher during the lesson. (p.12)

When problems in a group arise the teacher should give time to see if the group can sort out the problem on their own but if the 'problem escalates and the problems block the progress of the group, it may be time to step in and teach' the specific social skill required.'Typical tasks for intervention include:

• Persistent off-task behaviour by one or more group members
• A noise level or behaviour that is distracting or disruptive to others
• One or more students clearly not participating in the group
• Sustained arguments or conflict
• A misunderstanding of the task. (p.19)

Types of intervention could include; offering suggestions or asking questions, help them deal with the problem as a group, ask the group to state the task, ask individuals to see how a successful group is working and have them identify and try a strategy, remind the group of the class rules. (p.20)

Tasks that suit cooperative learning are open ended, require a problem to be solved and encourage creativity. (p.21)

Basic group roles could include; the problem solver, recorder, time-keeper, goffer, encourager, observer, coordinator. (p.25)

Groups can be randomly chosen, of mixed-ability or chosen on their shared interests.(p.31)

Challenging behaviours can come from; the dominant student, the reluctant student, the disinterested student, and the disruptive student. The dominant student needs assistance in learning to listen, the reluctant student can be paired with other quiet students, the disinterested student will require clear expectations and opportunities for them to make choices, the disruptive student can be given the observer role or another responsibility they can handle. (pp.32-3)

The jigsaw method is organised so that each small group does a portion of the work that is then joined together with other groups. Talk tokens are a good way for discussion groups which ensures equal participation by all members. Other methods are think-pair-share, paired interviews, hot potato, and placemat where a topic is divided into subtopics and each member works on it, brings it back to the group etc. (p.37-8)

Assessing individual work can be done by having each student write in a different colour, discussions can be recorded, an observation schedule, and self or peer assessment. (p.40)

Taken from: How to succeed with Co-operative learning by Kath Murdoch and Jeni Wilson, 2004