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    Cooperative Methodology Linda Harrop

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    Mª José Cermeño Rodríguez
    This document discusses cooperative learning strategies that can be used in primary education science classes. It describes forming heterogeneous groups and assigning roles to students, including coordinator, secretary, speaker, and supervisor. Techniques described include Think-Pair-Share, Roundtable, Inside/Outside Circles, Jigsaw Experts, and Pencils in the Middle. For each technique, the function and steps are provided. Cooperative learning is presented as a way to structure student interactions to brainstorm ideas, exchange information, become experts on topics, and reach consensus as a group before completing tasks.

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    Cooperative Methodology Linda Harrop

    Uploaded by

    Mª José Cermeño Rodríguez
    24 views4 pages
    This document discusses cooperative learning strategies that can be used in primary education science classes. It describes forming heterogeneous groups and assigning roles to students, including coordinator, secretary, speaker, and supervisor. Techniques described include Think-Pair-Share, Roundtable, Inside/Outside Circles, Jigsaw Experts, and Pencils in the Middle. For each technique, the function and steps are provided. Cooperative learning is presented as a way to structure student interactions to brainstorm ideas, exchange information, become experts on topics, and reach consensus as a group before completing tasks.

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    Cooperative Learning

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    This document discusses cooperative learning strategies that can be used in primary education science classes. It describes forming heterogeneous groups and assigning roles to students, including coordinator, secretary, speaker, and supervisor. Techniques described include Think-Pair-Share, Roundtable, Inside/Outside Circles, Jigsaw Experts, and Pencils in the Middle. For each technique, the function and steps are provided. Cooperative learning is presented as a way to structure student interactions to brainstorm ideas, exchange information, become experts on topics, and reach consensus as a group before completing tasks.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    24 views4 pages

    Cooperative Methodology Linda Harrop

    Uploaded by

    Mª José Cermeño Rodríguez
    This document discusses cooperative learning strategies that can be used in primary education science classes. It describes forming heterogeneous groups and assigning roles to students, including coordinator, secretary, speaker, and supervisor. Techniques described include Think-Pair-Share, Roundtable, Inside/Outside Circles, Jigsaw Experts, and Pencils in the Middle. For each technique, the function and steps are provided. Cooperative learning is presented as a way to structure student interactions to brainstorm ideas, exchange information, become experts on topics, and reach consensus as a group before completing tasks.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    CLIL and

    Cooperative
    Learning in
    Primary
    Education
    Linda Jean Harrop
    A Cooperative Approach to Science in Primary

    Heterogeneous Team Formation


    Fast learner with helpful attitude
    Weaker learner
    Learner with average abilities
    Learner with average abilities

    Roles assigned within the group

    Coordinator/Captain: Leads the group and solves conflicts.

    Secretary: Manages materials and writes group response.

    Speaker/Reporter: Speaks on behalf of group.

    Supervisor: Keeps time and supervises noise levels and tidiness.

    Techniques

    Think-Pair-Share (1-2-4)
    Function: to brainstorm ideas.

    Steps: The teacher poses a question or problem. The pupils


    are given a limited time to think in silence and write down one
    or more ideas. Then they must work with a partner and, within
    the time allotted, take turns to present their ideas to each
    other. The next step is to share their ideas with another
    couple. Finally, the written answers of the group are
    presented to the class.

    2
    Roundtable

    Function: to brainstorm ideas.

    Steps: One piece of paper is given to each group together with


    a coloured pen per pupil. The teacher poses a question or
    problem. The first pupil is allowed a short time to write an idea
    and say it aloud before passing the paper to the pupil on the left.
    The second pupil writes a response, etc. All pupils are given the
    opportunity to present their ideas, as long as they do not repeat,
    until time is called. They could then discuss the ideas generated
    and agree on two or three of the best ideas to present to the
    whole class.

    Inside/Outside Circles
    Function:
    to exchange information with a variety of
    partners in a structured manner.

    Steps: The pupils form two concentric circles. Each


    pupil in the inner circle interacts with the pupil facing
    them in the outer circle. This exchange of information
    continues until the teacher signals the outer circle to
    move in one direction, giving each pupil a new
    partner to talk to. This is repeated several times.

    Jigsaw (Experts)

    Function:
    Each pupil becomes an expert in one specialist topic
    and then must interact with the group presenting and
    teaching that topic to his partners while learning what
    his partners have studied. Each pupil is a piece of the
    jigsaw and each pupil’s contribution is essential to get
    the complete picture. This technique can be used for
    acquiring new contents.

    3
    Steps:
    1. In groups of 3 or 4, each pupil is given a number or colour and a topic with the contents
    he must learn.
    2. The pupils regroup to work with other pupils of the same number or colour. Within a
    given time limit, they help each other to become “experts”.
    3. They return to their original groups. The teacher sets a time limit for them to teach their
    partners what they have learnt and learn from them about the other two topics.
    4. Evaluation: they are separated and given a task about the complete topic which they
    must complete alone.
    5. They evaluate their own performance during the activity and that of the group.

    Pencils in the middle


    (Teammates consult)
    Function:
    To discuss an answer with the group and reach an
    agreement before completing a task.

    Steps: The pupils put their pencils down in the centre of the table. The teacher either asks
    a question which requires a written response or else explains a task that they must carry
    out. They are then allowed a limited time to discuss together what exactly they must do
    in the task, ensuring that every member of the group knows what to do. They are then
    allowed a limited time to pick up their pencils and do the task in silence. Finally, they are
    allowed time to compare their work, first in pairs and then as a group. A point system
    could be used to reward those groups who work in silence and whose members all
    present identically correct responses.

    Bibliography
    IGEL, C. & URQUHART, V. (2012), Generation Z, Meet Cooperative Learning. Middle school journal, Vol.
    43, No.4
    ABRAM, P.C. (1995), Classroom connections: Understanding and using cooperative learning. Toronto:
    Harcourt Brace.
    UNIVERSITY OF NORTH TEXAS (2008): Classroom best practices: Cooperative learning. Texas: UNT in
    partnership with Dept. of Teacher Education and Administration.
    SLAVIN, R.E. (1995). Cooperative learning: Theory, Research and Practice. Englewood Cliffs, New Jersey:
    Prentice-Hall.
    KAGAN, S. (1992). Cooperative learning. San Juan Capistrano, California: Resources for Teachers, Inc.
    https://eal.britishcouncil.org/teachers/great-ideas-collaborative-activities

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