By Wendy Jolliffe
This consultant offers a step by step technique for enforcing cooperative studying, covers the major components that make this system paintings, and offers instructions for measuring the program's effectiveness.
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Additional resources for Cooperative learning in the classroom: putting it into practice
The partner then relays how they felt by saying ‘When you … you felt very …’. These strategies need to be developed into a coherent teaching programme as part of PSHE, ensuring that pupils develop the two-way skills of receiving and sending information. Appendix 4 provides guidance on developing such a programme. qxd 11/28/2006 5:24 PM Page 36 COOPERATIVE LEARNING IN THE CLASSROOM The role of the teacher The following factors also contribute to the necessary classroom ethos for developing talk: 1.
Ensuring positive interdependence Without the above five key elements of cooperative learning, it will not take place effectively. qxd 11/28/2006 5:24 PM Page 40 COOPERATIVE LEARNING IN THE CLASSROOM 1. Positive interdependence Pupils must feel that they need each other and, in order to complete the group’s task, that they ‘sink or swim’ together. They need to feel that they cannot succeed unless everyone does in the group. ). 2. Individual accountability Cooperative learning groups are not successful until every member has learned the material or has helped with, and understood, the assignment.
2. Ask pupils to set goals for themselves and their teams. 3. Ensure that time is provided for reflection, not just at the end of the lesson but at other key points. 4. When appropriate, ask groups to produce short evaluations of their work. 4 Making processing/reflection happen 1. Allocate a notice board in the classroom entitled: ‘Skill of the Week’. 2. Select a skill (see page 69). 3. Introduce the skill. 4. g. if it is ‘staying on task’ then the role might be ‘Taskmaster’ (for more information on roles, see pages 50–1 and Appendix 5).