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. Co-operative Learning
The results of the research of William Glasser, presented here, illustrates the reasons for Cooperative Learning being the linchpin of Success for All and specifically, Reading Wings/Alas.
We hope our students will learn, remember, and use at least 50% of the skills and information we provide in our classroom each day.
In a traditional classroom we rely primarily on hearing and seeing. As time permits, you may provide opportunities for personal experience related to what is being learned. Some type of hands-on activity or project may be planned for closure of a unit, for example.
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

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
4/7/2017
Co-operative Learning Standards
Practise Active Listening
Explain Your Ideas and Tell Why
Complete Tasks
Help and Encourage Others
Everyone Participates
PowerTeaching IEE 11.08

11. Team Co-operation Goals
Practice Active Listening
Help and Encourage Others
Explain Your Ideas/Tell Why
Everyone Participates
Complete Tasks

12. Teaching Team Co-operation Goals Explain Your Ideas/Tell Why
Looks Like
Sounds Like

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
IEE & SFA 14

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 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

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 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
Number Value
Description
Illustration 1
A single stroke 10
A hobble for cattle
100
A coil of rope
1,000
A lotus plant
10,000
A finger or or or or or

26. Reading and Converting Hieroglyphics
SFA-Uk 09

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

28. Using Egyptian Hieroglyphics
Question 2 + =
SFA-Uk 09

29. Applying Egyptian Hieroglyphics
406 +
125 =

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. Egyptian Maths Quiz - Answers
1,425
2. 2, = 2,264 BC
3. 84,000 bricks
metres
,966 metres sq

33. Co-operative Learning Results
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 33

34. 4/7/2017
Four Major Theoretical Perspectives on Co-operative Learning and Achievement
PowerTeaching IEE 11.08

35. Motivational Perspective
4/7/2017
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.
PowerTeaching IEE 11.08

36. Social Cohesion Perspective
4/7/2017
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.
PowerTeaching IEE 11.08

37. Cognitive Elaboration Perspective
4/7/2017
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.
PowerTeaching IEE 11.08

38. Developmental Perspective
4/7/2017
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.
PowerTeaching IEE 11.08

39. Top 5 Glows

40. BISHOP RAWSTORNE Power Teaching experience in English and Mathematics
4/7/2017
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.”
PowerTeaching IEE 11.08

41. Power Teaching in Mathematics
4/7/2017
BISHOP RAWSTORNE
Power Teaching in Mathematics
I like working in teams
PowerTeaching IEE 11.08

42. Power Teaching in Mathematics
4/7/2017
BISHOP RAWSTORNE
Power Teaching in Mathematics
Lessons are more enjoyable
PowerTeaching IEE 11.08

43. Power Teaching in Mathematics
4/7/2017
BISHOP RAWSTORNE
Power Teaching in Mathematics
Maths is easier to learn in teams
PowerTeaching IEE 11.08

44. Power Teaching in Mathematics
4/7/2017
BISHOP RAWSTORNE
Power Teaching in Mathematics
I have made more progress learning in teams than before we started these types of classes
PowerTeaching IEE 11.08

45. Power Teaching in Mathematics
4/7/2017
BISHOP RAWSTORNE
Power Teaching in Mathematics
I do less work when working in teams
PowerTeaching IEE 11.08

46. Power Teaching in Mathematics
4/7/2017
BISHOP RAWSTORNE
Power Teaching in Mathematics
I understand my maths better when learning in teams
PowerTeaching IEE 11.08

47. Power Teaching in Mathematics
4/7/2017
BISHOP RAWSTORNE
Power Teaching in Mathematics
Being able to work in a team is not an important skill
PowerTeaching IEE 11.08

48. Power Teaching in Mathematics
4/7/2017
BISHOP RAWSTORNE
Power Teaching in Mathematics
I would rather go back to my maths lessons as they were before team learning
PowerTeaching IEE 11.08

49. Student Voice I like working in teams...
4/7/2017
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.”
PowerTeaching IEE 11.08

50. What do you look forward to most in your Maths classes?
4/7/2017
‘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’
PowerTeaching IEE 11.08