Convincing your Head to think about Cooperative Learning #2

In reply jonathanlearns request below for a more concise pitch, please find my own shortlist to institutions below:

The twelve key benefits of implementing Cooperative Learning in your school may be summed up as follows:
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  1. Measurable increased effectiveness in teaching subject matter, one of many reasons being  that small teams and pairs allow individual students more time “on stage” than 20-30 students trying to engage with a single teacher.

  2. Visibly increased student engagement due to small supportive home-teams and the experience of variation and excitement by being continuously involved with various partners and often physically moving about.

  3. Less off-task behaviour as any learner not engaged in speaking or listening to peers are in the process of preparing material to present to other expectant partners on behalf of themselves or their home team.

  4. Closing achievement gaps by mixed-ability groups working inside proximal zones of development, also benefiting stronger students by expressing their knowledge.

  5. Improved class and team cohesion across social groups and set peer networks and

  6. integrated social skills training, including awareness of language appropriacy, body language and facial expressions through systematic team and class building activities integrated into subject learning.

  7. Improved of sense of responsibility due to team member interdependency, including student-to-student motivation to do homework.

  8. Improved functional language and skills, as negotiation of meaning, process and purpose is integrated into every lesson.

  9. Also increased higher level thinking skills naturally for similar reasons.

  10. A reduction of the need for separate SEN classes (especially related to attention deficit and hyperactivity disorders) as physical movement and exciting and varied personal engagement becomes integrated into standard classroom teaching.

  11. Increased unobtrusive monitoring of learning process by the teacher, as all learning is verbalised to peers, instant, realistic feedback allowing teachers to appropriately re-calibrate levels and aims.

  12. In spite of the above, tighter teacher control of every stage of the learning process, as the interaction patterns apply to all teams simultaneously.

Please feel free to add more.

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