Institute for Effective Education Using the Success for ALL Co-operative Learning Strategies in the classroom

Institute for Effective Education

Using the Success for ALL Using the Success for ALL Co-operative Learning Strategies in the Co-operative Learning Strategies in the

classroomclassroom

http://www.york.ac.uk/


What is PowerTeaching?What is PowerTeaching?

PowerTeaching is a framework that provides teachers with the tools necessary to deliver rich, powerful, and engaging lessons utilising research-proven instructional practices that increase student achievement.



Basic Skills for the 21st Basic Skills for the 21st CenturyCentury

Interpersonal skills

Learning to learn

Teamwork

Problem solving

Communication: written and oral

Ability to negotiate



Co-operative Learning Co-operative Learning

Individual accountability Group recognition Equal opportunities for success

Co-operative learning is a set of instructional methods in which children work in small, mixed-ability learning teams or partnerships to achieve a common learning goal.



We Learn…

• 10% of what we READ

• 20% of what we HEAR

• 30% of what we SEE

• 50% of what we HEAR & SEE

• 70% of what we DISCUSS with others

• 80% of what we EXPERIENCE personally

• 95% of what we TEACH to someone else

William Glasser

Co-operative Learning Co-operative Learning



Co-operative LearningCo-operative Learning



Classroom Management Classroom Management TechniquesTechniques

•Think-Pair-Share

•Tell Your Partner

•Random Reporter

•Zero Noise

•3B4ME

•Think Alouds

•Modelling

•Cheers



Establishing TeamsEstablishing Teams

Students are in teams of 4/5They:

• Complete a team building activity

• Choose a team name

• Write their team name and display on their table

• Come up with a team cheer if possible



Group vs. TeamGroup vs. Team

What is the difference between a group and a team?

With your partner, identify which of the attitudes and behaviours listed are Team (T) and those that are Group (G)


Co-operative Learning Standards

Practise Active Listening

Explain Your Ideas and Tell Why

Everyone Participates

Help and Encourage OthersComplete Tasks


Team Co-operation GoalsTeam Co-operation Goals



Teaching Team Co-operation GoalsTeaching Team Co-operation GoalsExplain Your Ideas/Tell WhyExplain Your Ideas/Tell Why

Looks Like Sounds Like



Setting GoalsSetting Goals(Co-operative Learning Standards Points)(Co-operative Learning Standards Points)



Team Certificates



What makes a PowerTeaching What makes a PowerTeaching lesson different?lesson different?

How do the lessons reinforce co-operative learning?

Lessons divided into 4 stages

Classroom management aimed at increasing pupil talk

Mixed ability teams



The Cycle of Effective The Cycle of Effective InstructionInstruction

Celebration

Active Instruction

Assessment

TeamworkThe Cycle of

Effective Instruction



Lesson StructuresLesson StructuresThe 5 components of each lesson are:

1.Active Instruction

2.Team Huddle

3.Team Mastery

4.Team Check

5. Individual Assessment

T eam H uddle

T e a m M a s t e r y

Team Check



Active InstructionActive Instruction

Active Instruction

Explaining a new skill and its application

- teacher introduces the topic of instruction and clearly explains the learning objective

- use Think-Pair-Share and Tell-Your-Partner to engage all pupils and quickly move through the necessary information



Team HuddleTeam HuddleT eam H uddle

Team Huddle

Checking pre-requisite / existing knowledge

- children work as a team to answer a question on a familiar topic

- use Random Reporter to select one child per team to answer and explain their team's answer to the class



Team MasteryTeam Mastery

T e a m M a s t e r y

Team Mastery

Supported, individual work

- children work independently on a set of questions, supported by / checking frequently with team members

- choose one question, then use Random Reporter to have one child per team explain their answer



Team CheckTeam CheckTeam Check

Team Check

Ensuring the team has supported one another

- children work independently without team consultation on just one question

- use Random Reporter to choose one child per team to respond



Individual AssessmentIndividual Assessment

Individual Assessment/ Team Celebration-By now children should be ready to succeed

-The Individual children are assessed rather than the team

-Ultimately each child needs to learn and apply their learning

Individual success = Team success



Let’s have a go!!!!!!!



Egyptian Maths ActivityEgyptian Maths Activity



Number Value

Description Illustration

1 A single stroke

10A hobble for

cattle

100 A coil of rope

1,000 A lotus plant

10,000 A finger

Egyptian Hieroglyphics Egyptian Hieroglyphics

or

or

or

or

or



Reading and Converting Reading and Converting HieroglyphicsHieroglyphics

_______ + _______ + _______ + _______ + _______ or _________



Reading and Converting Reading and Converting Hieroglyphics Hieroglyphics

_______ + _______ + _______ + _______ + _______ or _________ 20,000 3,000 200 40 5 23,245



Using Egyptian Using Egyptian Hieroglyphics Hieroglyphics

Question 2

= +



Applying Egyptian Applying Egyptian Hieroglyphics Hieroglyphics

406 125 = 531+




people attended a concert at the Rock and Roll Pyramid of Fame. If the

Pyramid held people, how many empty seats were there at the concert?




people attended a concert at the Rock and Roll Pyramid of Fame. If the

Pyramid held people, how many empty seats were there at the concert?

- Or 40,000 – 31,210

= 8,790 or


Egyptian Maths Quiz - Answers

1. 1,425

2. 2,242 + 22= 2,264 BC

3. 84,000 bricks

4. 146 metres

5. 42,966 metres sq

Co-operative LearningCo-operative LearningResultsResults

Higher achievement

Increased retention

More positive heterogeneous relationships

Great intrinsic motivation

Higher self-esteem

More on-task behaviour

Better attitudes toward teacher

Better attitudes toward school

Four Major Theoretical Perspectives on Co-operative

Learning and Achievement

Motivational Perspective

• Motivation is the single most impactive part of the learning process.

• Co-operation incentive structures create a situation in which the only way group members can attain their own personal goal is if the group is successful.

Social Cohesion Perspective

• The effects of co-operative learning on achievement are strongly mediated by the cohesiveness of the group.

• Students will engage in the task and help one another learn because they identify with the group and want one another to succeed.

Cognitive Elaboration Perspective

• Talking with others helps students to understand and remember things better.

• Cognitive processing helps transfer information from short-term to long-term memory.

Developmental Perspective

• Interaction among children around appropriate tasks increases their mastery of critical concepts.

• Students will learn from one another because in their discussions of content, cognitive conflicts will arise, inadequate reasoning will be exposed and higher quality understandings will emerge.


Top 5 Glows



BISHOP RAWSTORNE BISHOP RAWSTORNE Power Teaching experience in English and Power Teaching experience in English and

MathematicsMathematics

Head of English and Mathematics have followed the programme, and trialled the teaching method.

•“We are happiest when teaching this way.”

•“Pupils have responded very positively to these experiences.”

•“It has influenced and positively impacted on our general teaching, even where we are not specifically fully Power Teaching. A two hour presentation to all colleagues proved highly successful. Staff found it uplifting, and it has changed the teaching practices of a number of colleagues, as you will see later.”



BISHOP RAWSTORNE Power Teaching in Mathematics

I like working in teams



Lessons are more enjoyable




Maths is easier to learn in teams




I have made more progress learning in teams than before we started these types of classes




I do less work when working in teams




I understand my maths better when learning in teams




Being able to work in a team is not an important skill




I would rather go back to my maths lessons as they were before team learning




Student VoiceStudent VoiceI like working in teams...

“Because it’s more fun and it’s a better learning system – if you don’t get something, you can ask a team mate and they’ll give you a simple explanation.”

“Because everyone helps you when you don’t understand.”

‘‘Because it’s more clear when I am in groups and easier to explain and learn.’

“Because you get to compare ideas and learn more.”



What do you look forward to most in What do you look forward to most in your Maths classes?your Maths classes?

•‘Understanding something better’

•‘I look forward to the challenge’

•‘Working in a team’

•‘You can enjoy it more’

•‘Learning new things in a fun way’

•‘Doing problem solving in your groups’

•‘Being able to explain things at your own pace’

Our favourite!

‘Learning something that I can tell someone and them going ‘Wow’ that’s great’


Documents

Institute for Effective Education Using the Success for ALL Co-operative Learning Strategies in the classroom