Implementation

Putting Theory into Practice

‘Although co-operative grouping has a respectable theoretical pedigree, the effectiveness of which is backed up by systematic research, very few studies have considered how best to put it into practice in classrooms.’

(Bennett, 1994:60)

‘Teachers need to become educational engineers who can take their existing lessons, curricula and courses and structure them co-operatively.’

(Johnson & Johnson, 1994)

One of the greatest challenges facing the NLC is to establish Co-operative Learning as a standard pedagogy across all schools within the community.

The strategies for bringing about this proposed change will develop as the NLC develops and becomes more effective.

Initially several steps have been taken to begin this process:

• Each school receives two full days training on the theory and practice of Co-operative learning.

• A facilitator is appointed within each school to monitor and support the development of the programme within the school.

• Time to be set aside in all staff meetings to discuss aspects of the programme and to work on an agreed focus across the school.

• Regular meetings for school facilitators to share good practice and develop expertise in leading school initiatives.

• Regular meeting for headteachers to share ideas and develop whole school strategies for managing and leading successful school innovation.

Factors that enable/inhibit success:

• Teachers need to master the essential elements of co-operative learning.
• Difficulty for teachers in designing tasks which are appropriate for co-operative rather than individual outcome
• Training pupils in social and co-operative skills for group work
• Composition of groups
• Need for whole school approach
• The need for regular staff discussion on the effects of co-operative learning within the school.
• There needs to be leadership at all levels within the school if co-operative learning is to become embedded and the Co-operative Classroom is developed