Using the Success for ALL Co-operative Learning Strategies in the classroom

1. Using the Success for ALL Co-operative Learning Strategies in the classroom

2. 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.

3. Basic Skills for the 21st Century • Interpersonal skills • Learning to learn • Teamwork • Problem solving • Communication: written and oral • Ability to negotiate

4. Co-operative Learning Definition: 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. Three Central Concepts: • Individual accountability • Group recognition • Equal opportunities for success

5. 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

6. Co-operative Learning Benefits: • Focuses on learning goals • Engages all learners • Encourages interdependence • Develops language skills • Motivates and celebrates achievement

7. Classroom Management Techniques Think-Pair-Share Tell Your Partner Random Reporter Zero Noise 3B4ME Think Alouds Modelling Cheers

8. Establishing Teams Students are in teams of 4/5 They: • 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

9. Group 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)

10. Co-operative Learning Standards Practise Active Listening Explain Your Ideas and Tell Why Complete Tasks Help and Encourage Others Everyone Participates

11. Team Co-operation Goals

12. Teaching Team Co-operation GoalsExplain Your Ideas/Tell Why

13. Setting Goals(Co-operative Learning Standards Points) Classroom goal setting will increase intrinsic motivation and achievement. • Self-regulatory learning: Children learn how to monitor and regulate their own behaviour. • Meaningful and motivating: Goals can be set by children or teacher. Learning versus performance: Emphasises the importance of building competence rather than competition. Value the process as much as the results.

14. Team Certificates

15. What makes a PowerTeaching 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

16. The Cycle of Effective Instruction Active Instruction Celebration Teamwork The Cycle of Effective Instruction Assessment

17. Lesson Structures The 5 components of each lesson are: Active Instruction Team Huddle Team Mastery Team Check 5. Individual Assessment Team Check

18. 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 Active Instruction

19. Team Huddle 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

20. Team Mastery 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

21. Team Check Team 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

22. Individual 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

23. Let’s have a go!!!!!!!

24. Egyptian Maths Activity

25. Egyptian Hieroglyphics or or or or or

26. Reading and Converting Hieroglyphics

27. Reading and Converting Hieroglyphics 20,000 3,000 200 40 5 23,245

28. Using Egyptian Hieroglyphics Question 2 + =

29. Applying Egyptian Hieroglyphics 406 + 125 = 531

30. Applying Egyptian 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?

31. Applying Egyptian 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

32. 1,425 2. 2,242 + 22= 2,264 BC 3. 84,000 bricks 4. 146 metres 5. 42,966 metres sq Egyptian Maths Quiz - Answers

33. Co-operative LearningResults • 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

34. Four Major Theoretical Perspectives on Co-operative Learning and Achievement

35. 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.

36. 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.

37. 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.

38. 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.

39. Top 5 Glows

40. BISHOP RAWSTORNE Power Teaching experience in English and Mathematics 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.”

41. BISHOP RAWSTORNE Power Teaching in Mathematics I like working in teams

42. BISHOP RAWSTORNE Power Teaching in Mathematics Lessons are more enjoyable

43. BISHOP RAWSTORNE Power Teaching in Mathematics Maths is easier to learn in teams

44. BISHOP RAWSTORNE Power Teaching in Mathematics

45. BISHOP RAWSTORNE Power Teaching in Mathematics I do less work when working in teams

46. BISHOP RAWSTORNE Power Teaching in Mathematics

47. BISHOP RAWSTORNE Power Teaching in Mathematics

48. BISHOP RAWSTORNE Power Teaching in Mathematics

49. Student Voice I 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.”

50. What do you look forward to most in 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’