1. Sharon Wallace/ Carol Paton
An Introduction to Co-operative Learning for Support for Learning Assistants - Secondary
Sharon Wallace/ Carol Paton

2. Learning Intentions Provide an introduction to co-operative learning
Develop a greater understanding of co-operative learning activities
Increase skills and knowledge of co-operative learning to support teachers and pupils in the classroom
Increase skills and knowledge of co-operative learning to lead learning in small groups

3. Success Criteria
An increased knowledge of co-operative learning and co-operative learning activities
Increased confidence to support teachers and pupils with co-operative learning activities

4. Agenda for the Day 10 – 10.15 – Coffee on arrival
10.15 – Welcome and introductions
10.25 – – Team building
12.30 – 1.30 – Lunch
1.30 – 3.15 – The pupils you support/ next steps
3.15 – 3.30 – Evaluations and close

5. What is Co-operative Learning?
Cooperation is working together to accomplish shared goals.
Pupils are given a learning intention which incorporates a social goal.
Pupils will work in groups of no more than 4.
What does Cooperative learning look like?
Some of the features of coop learning. Has anyone heard their child talk about coop learning? Social goals?
Dylan Wiliam video

6. Parking Lot Questions Queries Have you seen this being used?
How is it used?
What sort of things do pupils post?
How could you use this in your role?

7. Numbered Seats Cooperatively structured classroom – groups of 4 max
Plan – 1/2/3/4
The language - Shoulder/ face partners
Getting attention - We will be using the hand signal to get attention today
Which other ways have you seen being used and what do you do to gain attention from the pupils you support?

8. Name Badges Person number 1 – hand out the stickers
Person number 2 – give out markers
Person number 3 – collect booklets
Person number 4 – make sure all booklets are named
Social skill: equal participation

9. Co-operative Activities
Two goals within each activity
Learning intention
Social goal
The social goal will enable the pupil to achieve and attain the learning intention.
Examples of social goal: to listen attentively, using quiet voices, participate equally
One of the differences between traditional group work and coop groups is the inclusion of a social goal. Can anyone suggest a social goal for parents as I am talking?

10. Clock Partners – page 7
On your clock face, you are going to find yourself 4 clock partners
Move around the room until the music stops
Introduce yourself to someone closest to you and ask them to become one of your dates
Keep going until you have a date for 12, 3, 6 and 9 o’clock then return to your seat
Social Skill: using people’s names

11. Find Someone Who… Learning Intention: To add one name to each cloud
Social Intention: Using good manners
When you have one name per cloud, face the front from wherever you are in the room

12. Group Formation Red find a yellow Green find a blue
Please form ‘rainbow’ groups with one of each colour represented
Please find a new table to sit at

13. Voices on the Table
Starting with the number 1 person and rotating in a clockwise direction, please share:
Your name
Your school
Your favourite food
What kind of things could you ask the pupils you support to share here?

14. Social Intention: Taking turns and listening
Getting to know you…
Team Window
Learning Intention: Complete a team window by following the instructions
Social Intention: Taking turns and listening

15. Team Window Number 1- draw a border around the outside of the card
Number 2 - draw a small circle in the middle of the frame
Number 3 - draw the three arms from the circle
Number 4 - write the numbers 1,2 and 3 and the word ALL in the appropriate space (as per the model)

16. Team Window
Number 1 says “ I like ________.” and then checks for the number of team members that like that item too.
Place the name of the item in the appropriate space- i.e. “ Chocolate.” If only the speaker likes chocolate place that word in the space that has the number 1. If the entire team likes that item write the item in the ‘ALL’, (centre circle).
Pen and paper rotates to person 2 and repeat. Continue until we call time.

17. Group Processing Think:
How well did we achieve our social intention of taking turns and listening attentively?
What could I do better next time to improve my skills in that area ?
Think and then Share with the team:
What was the best thing about working with this group in this activity ?

18. Roles for the Next Task – Page 6
1 – Materials Manager
2 – Time Keeper
3 – Recorder
4 - Encourager
These are your roles for this activity – page 6 contains more roles – which roles would work well for pupils you currently support?

19. Team Building Task Learning Intention:
Create a team flag with a logo and name. (Use your commonalities information.)
Be as creative and/or graphic as you like.
Social Intention: Equal participation
Time Limit: 10 minutes

20. One Stray/Three Stay The recorder now has a job to do
At the signal they will move to the next table, be warmly welcomed and share their team name plate
At the signal they will be thanked and move to the next table
Those remaining will listen attentively and be able to share back to the recorder when he/she returns
Demonstrate

21. What could we do to perform better next time?
Group Processing
How well did our group perform the social intention of equal participation?
What did we do well?
What could we do to perform better next time?
What is your role of during group processing? How could you support here?

22. So far...
Find your 3 o’clock partner and tell them what you have learned so far
You have 2 minutes each
Any challenges to discuss?
Do you have any questions for the parking lot?

23. Paired Reading – Pages 4/5
Working with your shoulder partner – decide who is A and who is B – both read section A
Person A summarises this passage to person B – pair discuss - Both read section B
Person B summarises this passage to person A – pair discuss
Learning Intention: read passage in order to gain a further understanding of the 5 basic elements
Social Intention: Reading for the purpose of summarising and attentive listening
How could you support pupils during paired reading activities?

24. 1. Positive interdependence
5 Basic Elements
1. Positive interdependence
2. Face to face interaction
3. Individual accountability
4. Social skills
5. Group processing
Can you identify classes you have seen and where these elements fit in?
Without all 5, it is not a cooperative learning activity

25. Together you are going to learn the 5 basic elements off by heart
Stand and Deliver
As a team, stand up
Together you are going to learn the 5 basic elements off by heart
When everyone in your group knows them, you can all sit down

26. Think, Pair, Share Stage 1: THINK
Prepare for the task. Pupils are given a question and are asked to think about it.
Stage 2: PAIR
Pupils then share their ideas from the question with a partner. At this point it is not a dialogue but rather 2 monologues.
Stage 3: SHARE
Pupils can then share the answer to the question with another person in the group or someone else in the class.  

27. Think, Pair, Share
Think – where have you seen co-operative learning? What have you seen in co-operative learning?
Pair - With your 6 o’clock partner share your answers (two monologues)
Share – Find your 9 o’clock partner and share both responses
Social skill: good eye contact
Role of the SLA in Think, Pair, Share

28. Role of the SLA – The Teacher’s Perspective
Once I have structured and set the activities I see my role as a “checker”. I move around the groups checking for understanding of the activities and answering any questions
If I have a support for learning teacher/learning assistant in the class I would expect them to work with their designated pupil(s) when individual work/activities are being undertaken and then work as I do, around the rest of the class when cooperative activities are being completed
However, if the pupil has very demanding or profound learning needs and has difficulty communicating orally I would expect the supporter to work with their pupil within the cooperative group as an interpreter or channel for their ideas

29. Key Responsibilities of an SLA – Page 7
Provide basic physical and motivational support to pupils
Assist with developing positive and supportive relationships with pupils
Assist with promoting the pupil’s self-esteem, self-reliance, self-confidence
Assist with promoting interaction with other pupils
Assist with developing communication skills
Where could cooperative learning support these?

30. Corners
Think- How are you feeling about your role within co-operative learning?
Go to your corner and pair
Person with the next upcoming birthday share first
Social intention: taking turns

31. You have one hour for lunch
Meet back ready to start at 1.30 p.m.

32. Welcome back! Two facts and a fib
Can you devise two facts and one fib about yourself?
Can your team correctly identify the fib?
How could you use this with the pupils you support?
Give an example

33. Inside/ Outside Circle
Think… what was the best thing about lunch today?
Pair… tell your face partner
Share … out with the group
Social intention: good welcoming
Role of the SLA – what would you do here to support?

34. Individual Task Turn to page 8 in your booklets
Think about a pupil you currently support
What are their specific learning needs?
What challenges are there for this pupil in accessing the curriculum?
How can co-operative learning support this pupil?
Think – make notes in your journal (2 minutes)

35. Group Surgery
Starting with person number 1 and rotating clockwise, please take 1 minute to present your pupil and their needs
Numbers 2,3 and 4 – please listen and offer your solutions to number 1(2 minutes)
Number 1 – record responses on your sheet
Repeat until everyone has shared
Social Intention: listening attentively

36. Social Intention: equal participation
Team Poem
Learning Intention: to write a short poem/ limerick about co-operative learning
Social Intention: equal participation
You have 8 minutes to plan, write, and prepare to present to another team

37. Success Criteria
An increased knowledge of cooperative learning and co-operative learning activities
An increased knowledge of how you can support teachers in co-operative learning activities in the classroom
An increased knowledge and skill base to lead and promote learning in small groups

38. What ? So What? Now What?
What? - things we have learned today, ideas we can take away?
So what? - how does this information impact on us and our beliefs, structure?
Now what?- how will we take this forward, what will our next steps be?

39. Evaluations Please complete your evaluation sheets
Thank you for your participation