By Wendy Jolliffe
This consultant offers a step by step method for enforcing cooperative studying, covers the foremost elements that make this technique paintings, and gives instructions for measuring the program's effectiveness.
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Additional info for Cooperative learning in the classroom: putting it into practice
It is vital that the teacher first provides the supportive classroom ethos to encourage cooperative learning and opportunities for team-building. Alongside this is the necessity for developing interpersonal skills as part of a planned programme. The teacher is often described as being ‘a guide on the side, not a sage on the stage’6 who undertakes the following: 1. Plans lessons that decide on (a) objectives, (b) size of groups, (c) how to group pupils, (d) group roles, (e) organisation of the classroom, and (f) materials needed.
This is a transformation from the situation of the child who tries hard and in a traditional competitive classroom is identified as a ‘teacher’s pet’. In cooperative learning classrooms, children who try hard are helping each other and thus peer norms of maximum effort are produced. There is a range of research1 to show that pupils’ support for academic goals was an important predictor for their academic success. 2 According to this, pupils working together cooperatively promote intellectual growth because they are able to support each other’s next step in their learning.
Listening is not passive but something you need to be actively involved with. 2. Discuss body language, and expectations of what should be seen and heard in the classroom if children are listening. 3. Listening is an active process that has three basic steps: (a) Hearing: this means listening enough to catch what the speaker is saying. For example, say you were listening to a report on zebras, and the speaker mentioned that no two are alike. If you can repeat the fact, then you have heard what has been said.