Cooperative Learning in the Classroom: Putting it into Practice

Books

Wendy Jolliffe

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  • Front Matter
  • Back Matter
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  • Copyright

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    About the Author

    Wendy Jolliffe is a Lecturer in Primary at the University of Hull with a particular responsibility for literacy and early years. She was previously a Deputy Headteacher of a Primary School in Hull and a Curriculum Support Teacher for Literacy for Hull Children's Service. She has used cooperative learning extensively in teaching primary school pupils and students in Higher Education; in addition, she trains primary teachers in its methods. Her research interests focus on key factors in implementing cooperative learning. She is currently supporting a networked learning community of primary and secondary schools in developing cooperative learning.

    Acknowledgements

    I would like to thank the staff from the Bransholme Networked Learning Community schools and in particular the facilitators for their hard work and commitment to cooperative learning. I would also like to thank my husband, David, for his unfailing support.

    How to Use This Book

    The format of this book consists of a range of activities to reinforce important aspects of cooperative learning. Key points will be summarised at the end of each chapter for ease and a separate section will outline staff development sessions. In addition, a school self-evaluation tool is set out in Chapter 5 to be completed at key points during implementation.

    This book will provide the reader with a clear understanding of the following:

    • Learning for all: issues of inclusion and the impact of cooperative learning.
    • Providing for a range of learning styles and supporting personal, social and emotional development.
    • Strategies for effective talk in the classroom.
    • The impact of cooperative learning and issues in its use.
    • A phased implementation of cooperative learning.
  • Appendices

    Appendix 1: Cooperative Learning Professional Development Programme

    Photocopiable: Cooperative Learning in the Classroom

    Paul Chapman Publishing © 2007 Wendy Jolliffe

    Appendix 2: Fulfilling Pupils' Needs

    Photocopiable: Cooperative Learning in the Classroom

    Paul Chapman Publishing © 2007 Wendy Jolliffe

    Appendix 3: Cooperative Learning Structures

    Photocopiable: Cooperative Learning in the Classroom

    Paul Chapman Publishing © 2007 Wendy Jolliffe

    Appendix 4: Developing Effective Communication Skills – a Phased Programme

    Photocopiable: Cooperative Learning in the Classroom

    Paul Chapman Publishing © 2007 Wendy Jolliffe

    Appendix 5: Roles in Groups

    Photocopiable: Cooperative Learning in the Classroom

    Paul Chapman Publishing © 2007 Wendy Jolliffe

    Appendix 6: Five Key Steps to Implement Cooperative Learning

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    Paul Chapman Publishing © 2007 Wendy Jolliffe

    Appendix 7: Action Plan for Teaching and Developing Cooperative Learning Skills

    Photocopiable: Cooperative Learning in the Classroom

    Paul Chapman Publishing © 2007 Wendy Jolliffe

    Appendix 8: Quick Cooperative Learning Starter Activities

    Appendix 9: Cooperative Learning – Common Social Problems

    Photocopiable: Cooperative Learning in the Classroom

    Paul Chapman Publishing © 2007 Wendy Jolliffe

    Appendix 10: Cooperative Learning Peer Observation Pro Forma

    N.B. Not all the questions for each part of the lesson may be applicable, and it may be preferable to comment solely on the area of focus.

    Photocopiable: Cooperative Learning in the Classroom

    Paul Chapman Publishing © 2007 Wendy Jolliffe

    Appendix 11: Pupil Questionnaire

    Please put a ring round the letter of answer that you think is most suitable for each question.

    • How interesting did you find your work in the group?
      • Very interesting
      • Fairly interesting
      • Quite interesting
      • Not interesting at all
    • How difficult did you find your work in the group?
      • Extremely difficult
      • Fairly difficult
      • Just about right
      • Very easy
    • Did you understand exactly what the group was supposed to do?
      • I knew exactly what to do
      • At first I didn't understand
      • It was never clear
    • How many times approximately did you have the chance to talk during group work today?
      • None
      • Once or twice
      • Several times
      • A lot
    • If you talked less than you wanted to, what were the main reasons?
      • I felt afraid to give my
      • Somebody kept interrupting me opinion
      • I was not given the chance
      • Nobody listened to me
    • Did you get on with everyone in your group?
      • With a few
      • With about half of them
      • With all of them
      • With none of them
    • Did you help each other with the task?
      • All the time
      • Most of the time
      • Sometimes
      • Not at all
    • Would you like to work with this group again?
      • Yes
      • No

    Photocopiable: Cooperative Learning in the Classroom

    Paul Chapman Publishing © 2007 Wendy Jolliffe

    Notes

    1. Alexander, R. (2004) Still no pedagogy? Principle, pragmatism and compliance in primary education, Cambridge Journal of Education, 34, 7–33.

    2. Slavin, R.E. (1995) Cooperative Learning: Theory, Research and Practice 2nd edn. Boston, MA: Allyn & Bacon.

    3. Galton, M., Hargreaves, L., Comber, C., Wall, D. and Pell, A. (1999) Inside the Primary Classroom 20 Years On. London: Routledge.

    4. DfES (2004) Excellence and Enjoyment: Learning and Teaching in the Primary Years. Professional development materials (Ref: DfES 0519–2004), http://www.standards.dfes.gov.uk/

    5. DfES (2005) Excellence and Enjoyment: Social and Emotional Aspects of Learning. (Ref: DfES 1319–2005), http://www.standards.dfes.gov.uk/

    6. Johnson, D.W., Johnson, F.P. and Stanne, M. (2001) Cooperative learning methods: a meta-analysis, http://www.clcrc.com/pages/cl-methods.html

    1. Shachar, H. (2003) Who gains what from cooperative learning, an overview of eight studies, in R.M. Gillies and A.F. Ashman (eds), Cooperative Learning, The Social and Intellectual Outcomes of Learning in Groups. London: RoutledgeFalmer.

    2. Slavin, R.E. (1996) Education for All, Lisse: Swets & Zeitlinger.

    3. QCA (2000) National Curriculum Handbook for Teachers, Inclusion Statement, B. I. http://www.nc.uk.net/nc_resources/htm/inclusion.shtml (accessed 03.08.06)

    4. Moyles, J., Hargreaves, L., Merry, R., Paterson, F. and Esarte-Sarries, V. (eds) (2003) Interactive Teaching in the Primary School: Digging Deeper into Meanings. Maidenhead: Open University Press.

    5. Alexander, R. (2004) Towards Dialogic Teaching. Cambridge: Dialogos.

    6. Brown D. and Thomson C. (2000) Cooperative Learning in New Zealand Schools. Palmerston North: Dunmore Press.

    7. Johnson, D.W. and Johnson, R. (1985) The Internal dynamics of cooperative learning groups, in Slavin, R., Sharan, S., Kagan, S., Lazarowitz, R., Welbb, C. and Schmuck, R. (eds), Learning to Cooperate, Cooperating to Learn. New York: Plenum, (pp. 103–24).

    1. Gardner, H. (1983) Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

    2. Claxton, G. (2002) Building Learning Power. Bristol: TLO Ltd, p. 98.

    3. Goleman, D. (1995) Emotional Intelligence. New York: Bantam Books.

    4. Csikszentmihalyi, M. (1990) Flow: The Psychology of Optimal Experience. San Francisco, CA: HarperPerennial.

    5. DfES (2005) Guidance on the ‘Social and Emotional Aspects of Learning’ (SEAL). (Ref: DfES 1319–2005.) London: DfES, p. 50.

    6. DfES (2004) Excellence amd Enjoyment: Social and Emotional Skills of Learning. London: DfES, p. 7.

    7. Johnson, D.W. and Johnson, R. (1999) Learning Together and Alone: Cooperative, Competitive and Individualistic learning, 5th edn. Needham Heights, MA: Allyn & Bacon.

    1. Corden, R. (2000) Literacy and Learning through Talk: Strategies for the Primary Classroom. Buckingham: Open University Press.

    2. Edwards, 1992, cited in Mercer, N. (1995) The Guided Construction of Knowledge: Talk amongst teachers and learners. Clevedon: Multilingual Matters.

    3. Vygotsky, L.S. (1978) Mind in Society: the Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

    4. Mercer, N. (2000) Words and Minds: How We Use Language to Think Together. London, Routledge, p. 11.

    5. DfES/QCA (2003) Speaking, Listening, Learning: Working with Children in Key Stages 1 and 2. London: DfES/QCA.

    6. Kelly, P. (2005) Using Thinking Skills in the Primary Classroom, London: Paul Chapman Publishing.

    7. DfES/QCA (2003) Speaking, Listening, Learning: Working with Children in Key Stages 1 and 2. London: DfES/QCA. DfES (2005) Speaking, Listening, Learning: working with children who have special educational needs. London: DfES.

    1. Slavin, R.E. (1995) Cooperative Learning: Theory, Research, and Practice. Boston, MA: Allyn & Bacon.

    2. Vygotsky, L.S. (1986) Thought and Language. Revd and ed by A. Kozulin. Cambridge, MA: MIT Press.

    3. Sharan, S. (1990) Cooperative Learning: Theory and Research. Westport, CT: Praeger, Johnson, D.W., Johnson, F.P. and Stanne, M. (2001) Cooperative learning methods: a meta-analysis, http://www.clcrc.com/pages/cl-methods.html

    4. Blatchford, P., Kutnick, P., Baines, E. and Galton, M. (2003) Towards a social pedagogy of classroom group work, International Journal of Educational Research, 39, 153–72.

    5. Bloom, B.S. (1956) Taxonomy of educational goals. Handbook 1: cognitive domain. New York: McKay.

    6. Johnson, D.W. and Johnson, R.T. (1999) Learning Together and Alone: Cooperation, Competitive and Individualistic Learning. Boston, MA: Allyn & Bacon.

    1. Kagan, S. (1994) Cooperative Learning. San Juan Capistrano, CA: Kagan Cooperative Learning.

    2. Cohen, E. (1994) Designing Groupwork: Strategies for the Heterogeneous classroom. New York: Teachers College Press.

    3. Slavin, R. (1996) Education for All. Lisse: Swets & Zeitlinger.

    4. Cohen, E. (1994) Designing Groupwork: Strategies for the Heterogeneous Classroom. New York: Teachers College Press.

    5. Smuck, R.A. and Smuck, P.A. (2001) Group Processes in the Classroom. 8th edn. New York: McGraw-Hill.

    6. Johnson, D.W. and Johnson, R.T. (1999) Learning Together and Alone: Cooperation, Competitive and Individualistic Learning. Boston, MA: Allyn & Bacon.

    1. Ross, J.A., Rolheiser, C. and Hogaboam-Gray A. (1999) Effects of self-evaluation training on narrative writing, Assessing Writing, 6(1), 107–32.

    1. CUREE/DfES, (2006) Mentoring and Coaching: CPD Capacity Building Project: National Framework for Mentoring and Coaching, http://www.curree.co.uk.

    2. Johnson, D.W., Johnson R.T. and Holubec, E.J. (1994) Cooperative Learning in the Classroom. Alexandria, VA: ASCD.

    3. Johnson, D.W. and Johnson, R.T. (1999) Learning Together and Alone: Cooperation, Competitive and Individualistic Learning Boston, MA: Allyn & Bacon.


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