making learning genuinely interactive 30 january 2015 dr wendy jolliffe

Making learning genuinely interactive

30 January 2015Dr Wendy Jolliffe

Outline of session

What is learning?

Forming Groups

• Stand up!

• Put a hand up and high five to pair up with a partner

• Think time – think about the question: How much do you know about making learning interactive?

• Take turns sharing the answer with your partner

• Join up with another pair 1 > 2> 3> move

• Getting to know each other: share your scar story!

Reviewing Teaching Styles

• Rally table – what different approaches do you use?

• Place on a continuum:

transmissive → constructivist (learning by doing)

• What is the role of talk for learning?

• How do we facilitate it?

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10% Read

20%Hear

30%See

50%See & Hear

70%Discuss

80%Experi-

ence

95%Teach

We Learn. . .

William Glasser, 1986

Cooperative learning: an inclusive pedagogy

What is genuine cooperative learning?

Johnson and Johnson (2000, 2005) – it requires the following key elements:

P Positive interdependence

I Individual accountability

G Group and individual reflection

S Small group skills

F Face-to-face interaction

Benefits of CLThree main categories of advantages (Johnson & Johnson,

1999, Slavin, 1995, 1996, Sharan, 1990):

1. Higher academic achievement

2. Enhanced inter-personal relationships

3. Greater psychological health and social competence

Pupils in Year 7 learning mathematics:

http://www.youtube.com/watch?v=nqCFTjoMd5o

So why is it not more commonly used?

We are not born cooperative – we have to learn the skills of cooperating

Five Key Steps to Implementing Cooperative Learning

1. Establish class cohesion

2. Carry out team building activities

3. Teach conflict resolution skills

4. Teaching the skills of working cooperatively

5. Incorporate cooperative learning into lessons beginning with partner work

Using structures

Implementing Cooperative Learning

• Informal

• Formal cooperative learning

• Class and group cohesion

• Using a range of structures – matching to different parts of a lesson

Teachers need support too!

Any questions?

w.m.jolliffe@hull.ac.uk