1. COOPERATIVE LEARNING STRATEGIES

2. Characteristics of Cooperative Learning Strategies
It provides a mix of learning activities which best suits the needs and interests of pupils in class.
It allows pupils to share, support and encourage each other’s efforts to learn.

3. Characteristics of Cooperative Learning Strategies
It adopts a variety of teaching-centred techniques and pupil-centred activities for effective learning.
It gives the opportunity to practice appropriate communication, leadership and conflict management skills.

4. Characteristics of Cooperative Learning Strategies
It ensures everyone else in the group to learn.

5. Characteristics of Cooperative Learning Strategies
SPICE
Simultaneous
Positive interdependence
Individual accountability
Collective processing
Equal participation

6. Listen-Think-Pair-Share
Step 1
LISTEN
The pupils listen as their teacher poses a question.

7. Listen-Think-Pair-Share
Step 1
LISTEN
The pupils listen as their teacher poses a question.

8. Listen-Think-Pair-Share
Step 2
THINK
The pupils are given time to think of their individual response.

9. Listen-Think-Pair-Share
Step 3
PAIR
The pupils are asked to pair up with a neighbour to discuss responses.

10. Listen-Think-Pair-Share
Step 4
SHARE
The elicits responses from a few pupils to share in class.

11. Listen-Think-Pair-Share
Instead of Step 4, two pairs in a group of four can share their answers.
This increases participation within the group then becomes a team discussion.

12. Pairs Check
Pupils are given time to write their respective individual answers.
Pupils pair up to check each other’s answer.

13. Quiet Signal Teacher puts up hand.
Pupils stop what they are doing and put up their hands.
Pupils alert other unaware pupils by signaling
Teacher talks when all pupil’s hands are up.

14. How to get children ready for group work?

15. Suggested classroom arrangement

16. Round Table
Step 1
The teacher poses a question that has many possible answers.
Step 2
A pupil in each group writes one possible answer on a sheet of paper and passes it on to the next pupil.

17. Round Table
Step 3
The process is repeated as the paper is passed around the table.
Step 4
The teacher praises the team with the most answers or ideas.

18. Round Table
The process of generating ideas is more important than the final product.

19. Round Robin Oral equivalent of the Round Table.
Pupils in a group take turns to give verbal answers or contribute ideas to a question posed by the teacher.
It is specially used with children too young to write or when participation is more important than the product.