Co operative learning. The key to improving student outcomes

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© ITC Publications Pty Ltd
with Paul Herbert
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Co-operative learning
effective instructional practice

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PptNameHereThinkingSkillsFramework
Every child, every day,
learning and achieving

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PptNameHereThinkingSkillsFramework
Who is more important?
OR

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PptNameHereContinuallyReflect When Kids Come to School they
find you their teacher and your
teaching
WHAT WILL THAT BE LIKE?

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PptNameHereExplicitInstruction
1.WIIFM: What’s in it for me?
What is to be gained? From spending time in your class.
What skill? The cognitive skill being developed.
Where will they use this? A valuable Life Skill
What will they Enjoy?
The part of your lesson / class will they enjoy?
Student involvement in their own learning.
HOW
John Hattie: Feedback. Include an understanding of the learning goal

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PptNameHereGoodteaching
Research verifies that students’ results
improve with co-operative learning as
opposed to individual learning .
(Hattie 2009)

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PptNameHereLet’sStart
Teacher
•stimulates interest and curiosity, promote questioning
and connect learning to real world experiences
•structures tasks, elicits students’ prior
knowledge and supports them to make connections
to past learning experiences.
Engage: http://www.education.vic.gov.au/school/teachers/support/Pages/e5engage.aspx

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PptNameHereCompareandContrast
Tool:
Pairs (Compare : Pair: Share) and
Double Bubble Map
Street Lamp V Stop Sign
Street Lamp Stop Sign
Page 2

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PptNameHereLet’sShare
Tool:
Pairs (Compare : Pair: Share)
and Double Bubble Map
Value Add

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PptNameHereCompareandContrast
1. Physical features
2. Relationship to us (what would happen if they weren’t there?)
3. Relationship to each other.
4. Societal impact e.g. Carbon emissions
Street Lamp V Stop Sign
Apply
Filters
to improve
Depth of
thought

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PptNameHereOwntheanswer. Which one is Happier?

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PptNameHereT-ChartRoundRobin
• On the signal swap
sheets clockwise
• Rule
– Read all responses
– Add new ideas BUT
– Do not repeat what you
have already generated
Page 3

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PptNameHereRoundRobin Street Lamp Stop Sign
Works a 8 – 10 hour shift
Friends (networked in)
Light offers security
Brightens up everyone’s
night.
Stop sign is very bossy.
Has authority.
Everyone notices me.
Can influence people.
Literate
Protects people (makes it safe)
Gets to see lots of different
cars and interesting things.
An interesting shape.
Doesn’t have to work.
OWNERSHIP leads to MOTIVATION
ALWAYS DIG DEEPER

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PptNameHereTransfer
Reflection
Why is this useful? How does it promote learning, engagement and
discussion?
How does it address certain outcomes, skills and competencies?
Transfer Application
What questions, activities, assessment items can I design using this
tool/skill/process?
Double Bubble Round Robin and RAS Alert

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PptNameHereInstructionalpractice?
My classroom teaching stuff?

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PptNameHereGroupWork WHAT WILL THAT BE LIKE?
I don’t do Group Work.

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PptNameHereChangeofMindset Not Group Work but Co-operative
Learning

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© ITC Publications Pty Ltd
MoreWork Effect on Student Outcomes
1. Co-operative Learning – > 2 students; 4 x principles
(d = 0.59, 306 studies)
1. Competitive Learning – e.g. ‘beat’ a standard e.g. a
PB, curriculum targets. (d = 0.54, 1 024 studies)
2. Individual Learning (d= 0.24; 774 studies)
Source: Hattie (2009)
d = 1.0; an increase of one SD on
outcome (2 – 3 yr)

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PptNameHereCo-operativeLearning
Positive Interdependence
Sink or Swim together! (cannot be completed by 1 person)
Clear & accepted common goal
Individual Accountability
no place to hide! Involves Public performance
Principles p.5.

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PptNameHereCo-operativeLearning
Monitor the Groups
Group functioning? What skills are lacking
(listening, compromising, negotiating)
Equal Participation
One person can not dominate
Principles

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PptNameHereExplainandElaborate
The teacher structures collaborative opportunities for
students to share their explanations and supports
students to make links between past and new learning.
Explain: http://www.education.vic.gov.au/school/teachers/support/Pages/e5explain2.aspx
The teacher supports students to create and test
hypotheses and to make and justify decisions.
Elaborate: http://www.education.vic.gov.au/school/teachers/support/Pages/e5elaborate.aspx

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PptNameHereCooperativelearning
Silent Card Shuffle
Assessing the Principles p.6.

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PptNameHereSilentCardShuffle
Process
Step 1. Silent Card Classification (no talking)
Step 2. Challenge, Justify, Improve
Step 3. In groups, circle, observe, discuss
Step 4. Return and Refine
Step 5. Teacher Debrief

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Layout
NUMBER LATIN PREFIX WORDS-
LATIN
PREFIX
GREEK
PREFIX
WORDS –
GREEK
PREFIX
Number
Number
Number
Number
Number
Number

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Step 1
Silent Card Classification

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PptNameHereSilentCardShuffle STEP 2. Challenge, Justify and Refine.

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PptNameHereSilentCardShuffle STEP 3. Circle, Observe, Discuss
Leave an explainer at table,
Rest of group – circle,
observe & discuss’
No changes!

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PptNameHereSilentCardShuffle STEP 4. Return and Refine.

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Finalise.
STEP 5. Teacher Debrief
NUMBER
LATIN
PREFIX
WORDS –
LATIN PREFIX
GREEK
PREFIX
WORDS –
GREEK PREFIX
1/2 semi semicircle hemi hemisphere
1 uni unicycle mono monotone
2
bi
bi
bicycle di diameter
3 tri tricycle tri triangle
4 quadi quadilateral tetra tetrapak
5
quinque
quintet penta pentagon
6
sex(t)
sextet hexa hexagon

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Transfer p.7.
• Good Points /Limitations
• Where can you use it?

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 Size: < 4 students
 Task – The principles of co-operative
learning!
 Most of MI & Bloom’s taxonomy
 Explicitly states the Interpersonal
skills – e.g. Conversing, listening,
negotiating & compromising
 Opportunities for peer tuition
GOOD POINTS

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5 x 4 Grid (blank paper provided)
Classifying:
Chemistry (elements) Countries (Geography)
or
Sequencing:
Chemical reaction
Digestive system
Mathematical problems
Volcanic eruptions
Where can I use the Silent Card
Shuffle? Page 8 -9.

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Designyourown
SilentCardShuffle
Category A
e.g. Country
Category B Category C Category D
Capital Capital Capital Capital
Historical
Figure
Historical
Figure
Historical
Figure
Historical
Figure
Geographic
Feature
Geographic
Feature
Geographic
Feature
Geographic
Feature
Classify. Topic:

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PptNameHere
Designyourown
SilentCardShuffle

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PptNameHere
Designyourown
SilentCardShuffle
Word 1 Word 2 Word 3 Word 4
Definition 1 Definition 2 Definition 3 Definition 4
Word 5 Word 6 Word 7 Word 8
Definition 5 Definition 6 Definition 7 Definition 8
MATCHING e.g. Terminology . Topic:

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PptNameHere
Designyourown
SilentCardShuffle
1 2 3 4
5 6 7 8
9 10 Etc.
Sequencing. Topic:

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PptNameHereCooperativeLearning
Positive Interdependence
Sink or Swim together! (cannot be
completed by 1 person)
Clear & accepted common goal
Individual Accountability
no place to hide! Involves Public performance
Silent Card Shuffle. Which Principles

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PptNameHereCooperativeLearning
Monitor the Groups
Group functioning?
What skills are lacking
(listening, compromising,
negotiating)
Equal Participation
One person can not dominate
Silent Card Shuffle. Which Principles

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PptNameHereEliminationDraw VERB CONCEPT TOOL
Decide Which coin has the greatest value Elimination
Draw

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PptNameHereEliminationDraw Discuss and decide which coin is the best?

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PptNameHereStrategiesinaction
Tools: Elimination Draw.
Use comprehension strategies to build literal and inferred
meaning and begin to evaluate texts. Yr 3
•Made you laugh
•Silliest
•Most Exciting
•Book with the best
character
•Share with your best
friend.

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PptNameHereReflectingontheday.
Discussing this workshop. Page 11
HOW?
3:2:1:RIQ
3 x Recalls (Facts)
2 x Insights
1 x Question
e.g. I now realise that .....
• It was interesting to note that ....
• This affirms…
• I wonder…
• What if …
• How does this relate to …
• In the future …..

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