Post on 01-Apr-2015
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
Institute for Effective Education
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.
Institute for Effective Education
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
Institute for Effective Education
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.
Institute for Effective Education
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
Institute for Effective Education
Classroom Management Classroom Management TechniquesTechniques
•Think-Pair-Share
•Tell Your Partner
•Random Reporter
•Zero Noise
•3B4ME
•Think Alouds
•Modelling
•Cheers
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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
Institute for Effective Education
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
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Team Co-operation GoalsTeam Co-operation Goals
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Teaching Team Co-operation GoalsTeaching Team Co-operation GoalsExplain Your Ideas/Tell WhyExplain Your Ideas/Tell Why
Looks Like Sounds Like
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Setting GoalsSetting Goals(Co-operative Learning Standards Points)(Co-operative Learning Standards Points)
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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
Institute for Effective Education
The Cycle of Effective The Cycle of Effective InstructionInstruction
Celebration
Active Instruction
Assessment
TeamworkThe Cycle of
Effective Instruction
Institute for Effective Education
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
Institute for Effective Education
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
Institute for Effective Education
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
Institute for Effective Education
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
Institute for Effective Education
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
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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
Institute for Effective Education
Egyptian Maths ActivityEgyptian Maths Activity
Institute for Effective Education
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
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Reading and Converting Reading and Converting HieroglyphicsHieroglyphics
_______ + _______ + _______ + _______ + _______ or _________
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Reading and Converting Reading and Converting Hieroglyphics Hieroglyphics
_______ + _______ + _______ + _______ + _______ or _________ 20,000 3,000 200 40 5 23,245
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Using Egyptian Using Egyptian Hieroglyphics Hieroglyphics
Question 2
= +
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Applying Egyptian Applying Egyptian Hieroglyphics Hieroglyphics
406 125 = 531+
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Applying Egyptian Applying Egyptian Hieroglyphics Hieroglyphics
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?
Institute for Effective Education
Applying Egyptian Applying Egyptian Hieroglyphics Hieroglyphics
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.
Institute for Effective Education
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.”
Institute for Effective Education
BISHOP RAWSTORNE Power Teaching in Mathematics
I like working in teams
Institute for Effective Education
Lessons are more enjoyable
BISHOP RAWSTORNE Power Teaching in Mathematics
Institute for Effective Education
Maths is easier to learn in teams
BISHOP RAWSTORNE Power Teaching in Mathematics
Institute for Effective Education
I have made more progress learning in teams than before we started these types of classes
BISHOP RAWSTORNE Power Teaching in Mathematics
Institute for Effective Education
I do less work when working in teams
BISHOP RAWSTORNE Power Teaching in Mathematics
Institute for Effective Education
I understand my maths better when learning in teams
BISHOP RAWSTORNE Power Teaching in Mathematics
Institute for Effective Education
Being able to work in a team is not an important skill
BISHOP RAWSTORNE Power Teaching in Mathematics
Institute for Effective Education
I would rather go back to my maths lessons as they were before team learning
BISHOP RAWSTORNE Power Teaching in Mathematics
Institute for Effective Education
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.”
Institute for Effective Education
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’