using the success for all co operative learning strategies in the classroom
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Using the Success for ALL Co-operative Learning Strategies in the classroom. What is PowerTeaching ?.

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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


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
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


  • Focuses on learning goals
  • Engages all learners
  • Encourages interdependence
  • Develops language skills
  • Motivates and celebrates achievement
classroom management techniques

Classroom Management Techniques


Tell Your Partner

Random Reporter

Zero Noise


Think Alouds



establishing teams
Establishing Teams

Students are in teams of 4/5


  • 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)

Co-operative Learning Standards

Practise Active Listening

Explain Your Ideas and Tell Why

Complete Tasks

Help and Encourage Others

Everyone Participates

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.

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



The Cycle


Effective Instruction


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
reading and converting hieroglyphics1
Reading and Converting Hieroglyphics







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?



40,000 – 31,210

= 8,790


egyptian maths quiz answers

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
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.

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.”


Power Teaching in Mathematics

I like working in teams


Power Teaching in Mathematics

Lessons are more enjoyable


Power Teaching in Mathematics

Maths is easier to learn in teams


Power Teaching in Mathematics


Power Teaching in Mathematics

I do less work when working in teams


Power Teaching in Mathematics


Power Teaching in Mathematics


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’