Helping your Pupils to Work Cooperatively

Kath Murdoch, Jeni Wilson

• Publisher: David Fulton Publishers
• Year: 2014
• ISBN:
  9781136780714
• Edition: 1
• Topic: Education
• Subtopic: Education General

The classroom is one of the few places where pupils are regularly required to share, wait, take turns, compromise and work in pairs or groups. And when they are involved in the same project or task, not only are they expected to get along with others, but to get along well – well enough to communicate effectively and work together towards a shared goal or group product.

It can be a challenging way to work for some pupils, but when it is done well, it can be very rewarding. When people are working together effectively, they are aware of each person's roles and responsibilities, feel valued and respected, use a range of skills and strategies and understand the various processes and protocols required. And once the goal is reached, there is the opportunity to celebrate and share the accomplishment.

Helping your pupils to work cooperatively clearly sets out the features of cooperative working and explains how it can enhance the many skills needed for effective social interaction, healthy relationships and active citizenship. Focusing on how the teacher's role is critical to the success of cooperative working, this book shows teachers how they can develop a repertoire of strategies to help their pupils work cooperatively. Explicit instruction, modelling, feedback, intervention and strategic task selection are all described in detail and supported by examples.

The book also suggests ways to organise the classroom, provides teaching strategies and pupil activities and gives notes on assessment and record-keeping. It is complemented by several pages of proformas, which can be copied or amended for use in the classroom.

What is cooperative learning?

1

In simple terms, cooperative learning occurs when a group of pupils works together towards a shared goal. Cooperative learning is more than working alongside others – pupils can be working in groups with minimal interaction. When structured well, cooperative learning involves pupils in high-level interaction with others. They work as a team, sharing resources, ideas, feedback and a shared goal. This usually means a group product is completed.

What does cooperative learning look like?

The most obvious evidence of cooperative learning in a classroom is where arrangements are made for pupils to meet and work together in a variety of groupings. Tables are clustered together or larger tables are used around which several pupils may sit. In classrooms where cooperative learning is valued, pupils are usually seated in groups during most of the school day, making it easier for them to work cooperatively when required.

The most powerful evidence of cooperative learning is the ease with which pupils are able to work with others. There is a palpable collaborative atmosphere in a room where cooperative learning is the norm, where pupils are regularly expected to work with others and where the skills and processes needed to make it work are understood by all. Cooperative learning works best in classrooms where pupil-centred learning is valued by the teacher and pupils.

Features of cooperative learning

When cooperative learning is working effectively, the following features are evident:

Groups are working on a shared task (although individuals may be responsible for aspects of that task).

Everyone in the group is aware of their roles and their responsibilities and there is a high level of individual accountability.

Individuals feel valued and respected by the group and there is a high level of support and emotional safety in the classroom.

Tasks in which groups are engaged are worthwhile – they are a meaningful component of the teaching and learning program.

Pupils employ a range of skills such as communication (e.g. active listening), thinking (e.g. reflecting) and social skills (e.g. giving constructive feedback) as they work with others.

Groups are formed in a range of ways for different purposes.

Groups employ a range of targeted strategies (see page 31) to work towards their shared goal. Both teachers and pupils have a conscious repertoire of strategies they can use to help the process along.

There are established and well understood protocols for how groups work together in the classroom. These protocols may be displayed and revisited on a regular basis.

Pupils regularly reflect on the way they work as part of a cooperative group.

Groups engage in cooperative and individual reflection on the way they work together.

Cooperative ...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• 1. What is cooperative learning?
• 2. What are the benefits of cooperative learning?
• 3. The role of the teacher
• 4. Organising the classroom
• 5. Strategies and activities
• 6. Frequently asked questions (and trouble-shooting)
• 7. Tips for the teacher
• 8. Assessment and record keeping
• 9. Proformas for the classroom
• 10. Further reading