“Cooperative learning refers to instructional methods that teachers use to organize students into small groups, in which students work together to help one another learn academic content” (Slavin et al. , 2012)

This is a specific kind of collaborative learning, where pupils are generally organised into a team, and different roles assigned and discussed. In this context, it is possible for pupils to cooperate, without necessarily collaborating.

Cooperative Learning models include the following basic principles:
• Group tasks are designed to be suitable for group work.
• Positive interdependence is built in – cooperation is necessary for students to succeed.
• Attention and class time are given to interpersonal/cooperative skill building.
• Participants learn together in small (2-5 member) groups.
• Students are individually accountable for learning and participation.
• The instructor’s role changes from being the “sage on the stage” to the “guide on the side.”
Cooperative Learning is about moving from rote learning to learning how to think critically and
in changing circumstances. (MacPherson, 2007)

A classroom example
In Science/ geography: an alternative energy pack has been created, and groups of pupils are given resource cards about alternative energy sources. They are asked to give their opinion on the different resources, considering external factors such as conservation issues.

By formalising cooperative learning strategies, the groups are given structure and pupils know what their expectations are. Research has shown that placing emphasis on group learning behaviours encourages a sense of individual responsibility and ownership

Collaborative learning is at the heart of the Curriculum for Excellence.

Collaborative learning works in conjunction with cooperative learning, but also incorporates reflection of individuals, to identify their strengths and weakness during the group work. Pupils are encouraged to see the whole picture when it comes to group work, and work together collaboratively.

Building Learning Power? This promotes a positive classroom climate, supporting collaborative learning. It goes beyond what has already been discussed, and encourages teachers to be open with their pupils that intelligence is learnable.

Starters!

What is a starter?
During successful interactive starters:
• pupils engage fully in learning from the outset;
• they gain an understanding of the objectives and purposes of the lesson;
• there is a sense of pace;
• pupils spend most of their time on-task and focused on learning;
• there is an appropriate level of challenge that enables pupils to make good
progress in their learning.

e.g.for science

Describe what you see on this picture
Explain what this is related to in … (science for example)
Suggest what happened just before this scene, and what will happen next…

This starter is accessible for everyone, encourages discussion and creative thinking, as well as linking on to the main body of the lesson – ethics in science. (or whatever you choose!)

Familiarise pupils with Blooms Taxonomy language, so they know how to challenge and extend their answers

e.g. for Maths (or any subject)

Over the last 10 days I’ve been experimenting with my S1 class using ‘starter’ activities to highlight the processes of learning. One of my favourite ‘starters’, used the picture below with a challenge to sort the shapes into only two groups. My most astounding answer from pupils was ‘Polygons’ and ‘Quadrilaterals’.

Joking aside the pupils gained confidence in sorting and were then able, after discussion, to identify the skills that helped them organise this information. They then applied those same skills to sorting historical information as preparation for an essay.
Examples of feedback from the class and processes that were identified in our discussion after such a ‘starter’ included;
– ‘it’s easier to think of ideas with more than one person’
– ‘I was helped by drawing it’
– ‘We just tried different options until one worked’
– AND ‘that was fun!’

Include “learning behaviours” alongside your learning intentions… as this becomes daily practice, you can get pupils to identify their learning behaviours themselves.

Example Learning Behaviours
– collaboration
-sharing ideas
-listening
-independent work

Can you incorporate these into your lessons today? If you have any good lesson idea starters… please share them below!

“Why don’t we get the best out of people? Sir Ken Robinson argues that it’s because we’ve been educated to become good workers, rather than creative thinkers” Watch the video below to find out more…

What is this to do with BLP?
By encouraging pupils to think creatively; design things, discuss them, analyse them, create them… we are facilitating their access to higher order thinking skills.

What are successful learners?
Successful learners are
-emotionally engaged
-use a wide range of skills
-engage socially
-take strategic responsibility

How can YOU encourage these skills in the classroom? Read the next post BLP in the classroom, to find out…