1. Making learning genuinely interactive: cooperating to learn and learning to cooperate 29 January 2016 Professor Wendy Jolliffe

2. Outline of session Different perspectives on learning Why it is important for learning to be interactive Ways of achieving this Developing paired and group work

3. What is learning? Three views of learning (Watkins, 2003): 1.Learning = being taught 1.Learning = individual sense- making 1.Learning = building knowledge through doing things with others

4. Forming Groups Stand up! Put a hand up and high five to pair up with a partner Think time – think about the question: How much do you know about making learning interactive? Take turns sharing the answer with your partner Join up with another pair 1 > 2> 3> move Getting to know each other: share your scar story!

5. Reviewing Teaching Styles With a partner – what different approaches do you use? Place on a continuum: transmissive → constructivist (learning by doing) What is the role of talk for learning? How do we facilitate it?

6. 0 20 40 50 60 70 80 90 100 10% Read 20% Hear 30% See 50% See & Hear 70% Discuss 80% Experi- ence 95% Teach We Learn... William Glasser, 1986

7. Cooperative learning: an inclusive pedagogy

8. What is genuine cooperative learning? Johnson and Johnson (2000, 2005) – it requires the following key elements: P Positive interdependence I Individual accountability G Group and individual reflection SSmall group skills FFace-to-face interaction

9. The key features PIGSF PIGSF

10. Benefits of CL Three main categories of advantages (Johnson & Johnson, 1999, Slavin, 1995, 1996, Sharan, 1990): 1. Higher academic achievement 2. Enhanced inter-personal relationships 3. Greater psychological health and social competence Pupils in Year 7 learning mathematics: http://www.youtube.com/watch?v=nqCFTjoMd5o

11. So why is it not more commonly used? We are not born cooperative – we have to learn the skills of cooperating Create some ‘blizzard questions’

12. Five Key Steps to Implementing Cooperative Learning 1. Establish class cohesion 2.Carry out team building activities 3.Teach conflict resolution skills 4.Teaching the skills of working cooperatively 5.Incorporate cooperative learning into lessons beginning with partner work

13. Using structures

14. Implementing Cooperative Learning Informal Formal cooperative learning Class and group cohesion Using a range of structures

15. Teachers need support too! Cooperative learning in the classroom requires cooperative learning in the staffroom!

16. What will you take away with you and apply? Stand for yes, sit for no

17. Any questions? w.m.jolliffe@hull.ac.uk