Using the success for all co operative learning strategies in the classroom
This presentation is the property of its rightful owner.
Sponsored Links
1 / 50

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


  • 74 Views
  • Uploaded on
  • Presentation posted in: General

Using the Success for ALL Co-operative Learning Strategies in the classroom. What is PowerTeaching ?.

Download Presentation

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

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Using the success for all co operative learning strategies in the classroom

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


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.


Basic skills for the 21st century

Basic Skills for the 21st Century

  • Interpersonal skills

  • Learning to learn

  • Teamwork

  • Problem solving

  • Communication: written and oral

  • Ability to negotiate


Co operative learning

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


Using the success for all co operative learning strategies in the classroom

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 learning1

Co-operative Learning

Benefits:

  • Focuses on learning goals

  • Engages all learners

  • Encourages interdependence

  • Develops language skills

  • Motivates and celebrates achievement


Classroom management techniques

Classroom Management Techniques

Think-Pair-Share

Tell Your Partner

Random Reporter

Zero Noise

3B4ME

Think Alouds

Modelling

Cheers


Establishing teams

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


Group vs team

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)


Using the success for all co operative learning strategies in the classroom

Co-operative Learning Standards

Practise Active Listening

Explain Your Ideas and Tell Why

Complete Tasks

Help and Encourage Others

Everyone Participates


Team co operation goals

Team Co-operation Goals


Teaching team co operation goals explain your ideas tell why

Teaching Team Co-operation GoalsExplain Your Ideas/Tell Why


Setting goals co operative learning standards points

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.


Team certificates

Team Certificates


What makes a powerteaching lesson different

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


The cycle of effective instruction

The Cycle of Effective Instruction

Active Instruction

Celebration

Teamwork

The Cycle

of

Effective Instruction

Assessment


Lesson structures

Lesson Structures

The 5 components of each lesson are:

Active Instruction

Team Huddle

Team Mastery

Team Check

5. Individual Assessment

Team Check


Active 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

Active Instruction


Team huddle

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


Team mastery

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


Team check

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


Individual assessment

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


Using the success for all co operative learning strategies in the classroom

Let’s have a go!!!!!!!


Egyptian maths activity

Egyptian Maths Activity


Egyptian hieroglyphics

Egyptian Hieroglyphics

or

or

or

or

or


Reading and converting hieroglyphics

Reading and Converting Hieroglyphics


Reading and converting hieroglyphics1

Reading and Converting Hieroglyphics

20,000

3,000

200

40

5

23,245


Using egyptian hieroglyphics

Using Egyptian Hieroglyphics

Question 2

+

=


Applying egyptian hieroglyphics

Applying Egyptian Hieroglyphics

406

+

125

= 531


Applying egyptian hieroglyphics1

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?


Applying egyptian hieroglyphics2

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


Egyptian maths quiz answers

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


Co operative learning results

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


Using the success for all co operative learning strategies in the classroom

Four Major Theoretical Perspectives on Co-operative Learning and Achievement


Motivational perspective

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

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

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

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.


Top 5 glows

Top 5 Glows


Bishop rawstorne power teaching experience in english and mathematics

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.”


Using the success for all co operative learning strategies in the classroom

BISHOP RAWSTORNE

Power Teaching in Mathematics

I like working in teams


Using the success for all co operative learning strategies in the classroom

BISHOP RAWSTORNE

Power Teaching in Mathematics

Lessons are more enjoyable


Using the success for all co operative learning strategies in the classroom

BISHOP RAWSTORNE

Power Teaching in Mathematics

Maths is easier to learn in teams


Using the success for all co operative learning strategies in the classroom

BISHOP RAWSTORNE

Power Teaching in Mathematics


Using the success for all co operative learning strategies in the classroom

BISHOP RAWSTORNE

Power Teaching in Mathematics

I do less work when working in teams


Using the success for all co operative learning strategies in the classroom

BISHOP RAWSTORNE

Power Teaching in Mathematics


Using the success for all co operative learning strategies in the classroom

BISHOP RAWSTORNE

Power Teaching in Mathematics


Using the success for all co operative learning strategies in the classroom

BISHOP RAWSTORNE

Power Teaching in Mathematics


Student voice

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.”


What do you look forward to most in your maths classes

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’


  • Login