Cooperative and collaborative approaches
Suggestion for implementing the strategy ‘Enable access and participation in learning’
On this page:
On this page:
Current page section: Cooperative and collaborative approaches
Go to top of current page: Cooperative and collaborative approaches
Go to top of current page: Cooperative and collaborative approaches
Go to top of current page: Cooperative and collaborative approaches
Use structured approaches
Use structured approaches
- Reduces anxiety prompted by being put-on-the-spot.
- Reduces anxiety related to public speaking by providing a structure for participation.
- Creates opportunities for all students to participate.
- Supports more equitable participation and provides a structure for each person to have a voice.
- Often provides students with language for collaboration, for example, sentence starters.
- Provides opportunities to learn from and hear from peers.
- Helps students listen for key information and supports the synthesis and sharing of information with a wider group.
Support cooperative learning
Support cooperative learning
Explore these group and team activities. Note all activities can be transferred to online contexts.
- Group grid
- Rally drive (could also be done with devices)
- Freeze frames – coming alive
- Freeze frame text
- Jigsaw learning
- Numbered heads
- Photo analysis – 5Ws
- Pictionary
- Segment chart
- Think-pair-share
- Talking chips to support equitable discussion
Characteristics of effective groups
Characteristics of effective groups
- Can be teacher-selected to ensure balance, inclusion, and productivity.
- Can be formed around students who need specific support.
- Are no larger than four students.
- Give students specific roles, for example, using cooperative group role cards.
- Can be changed periodically. It can take students some time to build relationships. Think about changing groups to extend the relationships each student is building.
Tuakana-teina in a primary school
Tuakana-teina in a primary school
Self-assessment
Self-assessment
Are these strategies emerging, partly in place, or established in your practice?
Illustrate your response with examples from your own teaching.
- Teach and model social behaviours for group work.
- Teach students how to assume different roles within a group.
- Students know and can use strategies for managing disagreements in a group.
- Use a variety of established cooperative group structures (for example, the Jigsaw, Two Stay and Two Stray).
- Provide feedback about students’ ability to listen, check others’ understanding, and encourage others during group work.
- Provide opportunities for students to assume leadership roles and responsibilities.
- Provide specific guidance for when students are acting as mentors or peer tutors.
- Use a variety of strategies to encourage student responses (for example, individual questioning, group discussions, and reciprocal peer tutoring).
- Use wait time to allow students time to think and process.
Source: PB4L: Teaching for positive behaviour self-assessment tool (opens in a new tab/window)
Useful resources
Useful resources
Cooperative learning
UDL-aligned resources that can be used by students. Includes student planning and reflection form and role cards.
Publisher: Goalbook
Think-pair-share and discussion templates
Discussion templates to support think-pair-share activities. Removes barriers to public speaking.
Publisher: Goalbook
Next steps
More suggestions for implementing the strategy “Enable access and participation in learning”:
-
Current page Cooperative and collaborative approaches
Return to the guide “Behaviour and learning”
![11698 [Behaviour-learning-guide-banner-image.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/Behaviour-learning-guide-banner-image__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
- Understanding behaviour
-
Understanding how to respond to problem behaviourShow suggestions for Understanding how to respond to problem behaviour
Strategies for action:
-
Foster positive relationships and partnershipsShow suggestions for Foster positive relationships and partnerships
-
Collaboratively develop a safe and caring culture and climateShow suggestions for Collaboratively develop a safe and caring culture and climate
-
Supporting language and communication skillsShow suggestions for Supporting language and communication skills
-
Support emotional wellbeing and positive mental healthShow suggestions for Support emotional wellbeing and positive mental health
- Anticipate, monitor, and plan for responding to child stress
- Strengthen student identity
- Teach stress management, anxiety and coping skills
- Offer relaxation options and downtime activities
- Teach how to recognise emotions and options for expressing feelings
- Providing support following traumatic experiences
-
Enable access and participation in learningShow suggestions for Enable access and participation in learning
- Recognise and remove barriers to learning
- Activate student agency and ownership
- Support self management and independence
- Develop problem solving skills and asking for help
- Cooperative and collaborative approaches
-
Respond safely to challenging situationsShow suggestions for Respond safely to challenging situations
