Cooperative learning in the classroom: putting it into by Wendy Jolliffe

By Wendy Jolliffe

This consultant presents a step by step method for imposing cooperative studying, covers the main elements that make this system paintings, and offers directions for measuring the program's effectiveness.

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I will never be able to,’ he responds. ‘Of course, you can,’ says the visitor. ‘You are just learning and you have to practise. qxd 11/28/2006 5:24 PM Page 22 COOPERATIVE LEARNING IN THE CLASSROOM (Continued) picture was taking shape. But Craig points to a window that is not quite the right size or shape. ’ No matter how hard he tries, Craig won’t listen; if he can’t do it straight away he gives up. Bubbling over with self-doubt and lack of self-esteem he sinks into despair and refuses to take part in the rest of the lesson.

Generalised application of the skill Once the skill has been established, the teacher provides opportunities for using the skill in a range of contexts. Focus on the skill can be for a specified period of time and pupils reminded along with the objective of the lesson that this skill will be assessed. qxd 11/28/2006 5:24 PM Page 34 COOPERATIVE LEARNING IN THE CLASSROOM (b) Understanding: the next part of listening happens when you take what you have heard and understand it in your own way. Let us go back to that report on zebras.

Talk is a crucial factor in effective learning, but only since the National Oracy Project has it been viewed as such. 2. Effective talk requires communication skills, which need a clear teaching programme. 3. Active listening is fundamental to good communication. 4. Talk requires careful classroom management strategies. 5. The role of the teacher in providing the right classroom environment for talk, as well as teaching the skills and modelling good practice, is the key. 6. Talk requires carefully structured interaction: it requires cooperative learning.

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