1. WORKSHOPTWO
LEARNING OUTCOME:
Experience co-operative
learning and consider
the impact this could
have for student
learning

2. You will:
 Experience
 Reflect upon experience
 Learn structures
 Think about how to apply these in the classroom
EXIT CARD:
Compass Points – Moving Forward with Co-operative Learning
“What children can do together today they can do alone
tomorrow.”
- Vygotsky 1962
BY THE END OF THE WORKSHOP…

3. This is a listening and paraphrasing (saying in a different way)
activity
 Step One: In a pair you have to take turns to describe your
house to the other person. You must listen carefully
 Step Two: Two pairs join together to make a group of four
 Step Three: The person who listened to their partner’s house
being described to them has to recall what was said and sell
the house to the other pair. Each person in the four has a
turn
STARTER: 3 STEP INTERVIEW

4. 1. Learners are to sit an individual test. Emphasise that it is
to check their understanding
2. Teacher administers the test
3. Test is marked
4. Learners then form groups of four and add up their scores to
find a group score. Turn this into a percentage
5. Ask the group to teach each other how to correct their own
mistakes. You can give direction to some strategies that
may be helpful. Give a time signal to do this
6. Students individually sit the same test
7. Re-test is marked
8. The group then adds up their new scores to find a new group
score and percentage
9. Groups celebrate the percentage increase
MASTERY

5. 1. Bronchitis
2. Aeronautic
3. Satellite
4. Engender
5. Co-operate
6. Philosophical
7. Pneumonia
8. Committee
9. Parachute
10.Cemetery
TEST

6.  Think, Pair, Share is a way of providing increased wait time so
that students have time to think before they speak or write. It
also provides opportunities for repetition and for practising
and polishing language.
 The teacher directs students to think individually about the
question or idea, then discuss their thinking with a partner
(pair), and then share with another pair or with the whole
class. It is important that students need to be able to share
their partner’s ideas as well as their own.
 This strategy is very easy to use and takes no preparation and
it can be used across all learning areas.
THINK PAIR SHARE

7. WHAT ARE THE POSSIBLE APPLICATIONS
FOR MASTERY WITH YOUR CLASS(ES)?

8. THINK PAIR SQUARE

9.  Number off
 You will be given a question
 You come up with an answer as a group and everyone must be
familiar and understand
 A number will be called
 The person with that number answers for the group
You as a teacher can add to this by:
 Asking one number to nominate a number from another group to
answer the question
This moves the questions around the classroom in an
unpredictable way
Everybody is accountable
NUMBERED HEADS TOGETHER

10. Come up with 4 steps you, as the classroom
teacher, would take if a student was not engaging well
in a co-operative learning group
 You must discuss the task above
 You must all agree as a group upon the series of steps
 You must all be prepared to share the group’s response
NUMBERED HEADS TOGETHER

11.  Scorekeeper – writes down the team ideas and final
steps selected
 Cheerleader – praises good ideas, motivates the
team if they get bogged down
 Referee – makes sure everyone is playing by the
rules of the task and ensures they will keep to time
 Coach – ensures everyone is participating and
prompts everyone to contribute to the best of their
ability
ROLES FOR NUMBERED HEADS
TOGETHER

12. HOW COULD YOU USE PIGSF AND GROUP
ROLES TO ENCOURAGE LEARNING IN
YOUR CURRENT TEACHING?

13. EXIT CARD
N = Need to know
What else do you need to know about co-operative learning
to feel confident in using strategies with your classes?
E= Exciting
Which strategies excite you
and make you want to use
them?
S = Strategies
List all of the co-operative learning strategies you have
learnt about in the last two workshops
W = Worries
What still worries you
about using co-operative
learning?

14. In a survey of 390 high school students, students were asked if
they helped others to learn, if they got help from others and if they
tried to make sure their other group members learned as well as
they could:
“It made me try harder when doing a task”
“Other people in the group were able to help me to better
understand the topic. It helped me also to be teaching other
people because it helps me to remember a large amount of work.”
“The skilled person helped others to learn ways of obtaining higher
grades if we wanted to earn them”
“…being able to get other people’s ideas and then talking about
the different ones. Changing them about to get a conclusion that
suited all”
Co-operative Learning in New Zealand Schools (Brown and Thomson)
FINAL WORD