Co-operative Learning Power Teaching Or as we like to refer to it: Co-operative Learning

It is all about concept not content

William Glasser’s Institute research says that we learn: 10% What we READ 20% What we HEAR 30% What we SEE 50% What we SEE and HEAR 70% What we DISCUSS with others 80% What we EXPERIENCE personally 95% What we TEACH to someone else

What makes it work? Effective learning within teams Individuals become responsible for their own learning and that of others Relentless learning – students never really have time to be off task Learners teach each other Learners become more focused on mastering a skill rather than completion of tasks Students recognise understanding is their top priority

How does it work?

What is Power Teaching? Assigns students to four member teams containing mix of abilities The teams choose their own name, team cheer and receive recognition for progress and ability to work as a team Teachers use strategies to deliver active, well paced instruction – timing is essential when using a variety of activities Teams have the opportunity to practise new ideas in their teams, learn with and from each other on mastering new skills before working as an individual for assessment Teams are given a point scoring sheet that acknowledges their progress and achievement in key areas Students benefit from the team, sharing and developing ideas. They gain support from their peers which allows them to consolidate understanding through their discussion with others

What are the benefits? It allows continual assessment It allows individual and team feedback It creates team interdependence Students are motivated by common goal Students take responsibility for their own learning and that of others Students translate teacher talk into kid talk for one another Less teacher talk, more student lead Students learn to see situations from another’s viewpoint and justify their own viewpoint. They analyse and refine their own understanding Improves classroom management Provides resolutions to classroom conflict Students (and teachers!) have fun with learning It provides a reward system with points/certificates etc It covers PELTS and OFSTED like it!

Why does it work? It works on the basis of : Individual accountability Equal opportunities for success Team Recognition

Co-operative Learning Points There are five main areas for which teams can be awarded points in every lesson Practise active listening skills Helping and encouraging each other Everyone participates Explain you ideas and tell why Complete tasks Bonus points can be given for homework tasks and individual assessment scores

Have a go! Give your team a name – the students would create a team cheer, poster and engage in a number of team building activities It’s a good idea to discuss what makes good listening and speaking by considering: What it looks like What it sounds like

Zero noise signal Random Reporter Technique Number yourselves 1 to 4 Active Instruction – teach and model Team Huddle Team Mastery – individual and check Individual Assessment

Main Techniques Zero noise signal My turn, your turn Thumbs up Partner pyramid Rally robin Minute by minute assessments – thumbs up, traffic lights etc Think pair share Think aloud Think it through 1-2-3 move Ask three before me

Why OFSTED like it Students make greater progress: more challenging targets become more accessible, through team rather than individual learning Visible and varied ways of assessing progress – thumbs up, peer/self assessment, etc. Variety of activities that engage students by using variety of teaching and learning styles Good classroom management Learning is at the centre of lesson planning Teacher involvement is minimal – onus on the students to take responsibility for their own learning Timing and structure of lesson is clear Students share a common goal and understand what they are learning and why Students are aware of strengths and weaknesses – peer assessment is constant, and the teams range of skills targets students misconceptions Teams explore a variety of methods to solve problems Effective group work where everyone contributes - PELTS

1 is shown by a single stroke. Ancient Egyptian Number Hieroglyphs 1 is shown by a single stroke. 10 is shown by a drawing of a hobble for cattle. 100 is represented by a coil of rope. 1,000 is a drawing of a lotus plant. 10,000 is represented by a finger.

Queen Hatshepsut has ordered her Nubian general, Nehsi, to sail to the Land of Punt and obtain planks of the finest cut cedar wood for the gates and doors of her new temple. Each ship can carry planks of wood so how many ships will Nehsi have to take with him to transport all the wood back to Egypt? Write your answer in numbers and hieroglyphics.

15 SHIPS

If pyramids have bricks How many bricks are needed to build pyramids?

2500 bricks

TEAM HUDDLE Work as a team, completing each question together Use the same method, ensuring you agree on your answer Be sure each member could explain their answers Don’t move on until you are all happy Random reporter to assess understanding, and develop team accountability

TEAM HUDDLE 1. 10310 – 424 = 9886 2. 100 feed 20, so 50 feed 10 in 4 days. 1500 miles x 2 = 3000 miles in 10 years so 300 miles per year. 4. 40000 – 31210 = 8790

TEAM MASTERY Work individually, though check with a colleague that your answers match. If your answer matches – move on. If not, discuss and resolve with your partner. Call on the rest of the team if necessary. Random reporter to assess understanding, and develop team accountability. Other questioning strategies might also be used.

TEAM MASTERY 1. 203 + 1222 = 1425 22 years before 2242 BC = 2264 2 x 42000 = 84000 bricks 4. 111 + 35 = 146

TEAM ASSESSMENT Work TOTALLY alone. This is the assessment on what you have ‘hopefully’ learnt. This could be a quick end of lesson quiz, or an end of unit assessment. An ‘end of unit assessment’ would provide ,team prep points’ or ‘team improvement points’

TEAM ASSESSMENT – give answers in standard form and using hieroglyphics. 1.Solve ÷ = 2. A camel carries up to children. How many camels are needed for a trip of students. 3. If Egypt suffered years of drought on different occasions, how many years of drought was this in total? 4. x x x x =

TEAM ASSESSMENT 1. 1500 ÷ 10 = 150 2. 130 ÷ 12 = 10 re. 10, so 11 camels 3. 4 x 14 = 56 4. 5 x 4 x 3 x 2 x 1 = 120

I like working in teams? Why? ‘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.’ ‘

‘If you don’t understand then someone in your team probably will.’ ‘Because sometimes hearing someone your own age explain the work makes it easier for you to understand. Also if you’re nervous about asking the teacher in front of everyone, you can just ask your group.’ ‘Because if you don’t understand something you can get your problem explained by three different people.’ ‘If you don’t understand then someone in your team probably will.’ ‘Because when I struggle, I can ask for help from people my age. We can explain things together – it really helps.’ Because it’s more fun.’ ‘Help from someone at a similar level is sometimes more helpful than help from a teacher.’

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’