The role of communication The role of communication in co-operative learningin co-operative learning

Key issue addressed by the studyKey issue addressed by the study

This study explored:This study explored:– thethe impact of enhancing teachers’ communication impact of enhancing teachers’ communication

skills on pupils’ co-operative learningskills on pupils’ co-operative learning

– the effthe effectsects of co-operative learning on pupils’ of co-operative learning on pupils’ socialisation and learningsocialisation and learning

What co-operative learning involvesWhat co-operative learning involves

In co-operative learning, pupils:In co-operative learning, pupils:– workwork together in small groups together in small groups– concontribute to group discussiontribute to group discussion– challchallenge each others’ reasons and enge each others’ reasons and

understandingsunderstandings– accaccept responsibility for group ept responsibility for group

decisionsdecisions

The benefits of co-operative learning The benefits of co-operative learning for pupilsfor pupils Previous research has Previous research has

shown that benefits for shown that benefits for pupils include:pupils include:– acaacademic gains demic gains – enenhanced self-esteemhanced self-esteem– pospositive social relationshipsitive social relationships– incincreased motivation to reased motivation to

learnlearn– use of use of more sophisticated more sophisticated

talktalk

The benefits of training teachers in The benefits of training teachers in communication skills to use with pupilscommunication skills to use with pupils

The trained teachers:The trained teachers:– scascaffolded pupils’ learning and ffolded pupils’ learning and

asked questions nearly twice as asked questions nearly twice as frequently as the teachers who frequently as the teachers who hadn’t had traininghadn’t had training

– were were four times less likely to have to four times less likely to have to discipline their pupilsdiscipline their pupils

What the teachers’ scaffolding involvedWhat the teachers’ scaffolding involved

Teachers enabled pupils to learn skills and develop Teachers enabled pupils to learn skills and develop understanding beyond what they could achieve understanding beyond what they could achieve alone through:alone through:– modelling skillsmodelling skills

– demonstrating patterns of thinking and reasoningdemonstrating patterns of thinking and reasoning

– creating activities that helped pupils use their growing creating activities that helped pupils use their growing understandings and problem-solving skillsunderstandings and problem-solving skills

The communication skills the teachers The communication skills the teachers were trained to usewere trained to use Techniques included:Techniques included:

– proprobing to expand pupils’ thinking bing to expand pupils’ thinking – e.g. e.g. Why do you think …?Why do you think …?– refreflecting meaninglecting meaning– e.g. e.g. It sounds as though…?It sounds as though…?– offoffering suggestions ering suggestions – e.g. e.g. Have you thought about…?Have you thought about…?– chachallenging pupils’ thinking llenging pupils’ thinking – e.g. e.g. How will you …?How will you …?

Example teacher-pupil dialogueExample teacher-pupil dialogue Teacher:Teacher: So what have you decided the So what have you decided the

problem is? problem is? Student 1:Student 1: People riding their bikes in the People riding their bikes in the

shopping centreshopping centre Teacher:Teacher: And what is the solution you’ve got? And what is the solution you’ve got? Student 2:Student 2: Ask the police to patrol the Ask the police to patrol the

shopping centre … ask the centre shopping centre … ask the centre management if it’s all right to ask the policemanagement if it’s all right to ask the police

Teacher:Teacher: Why do you think they might not Why do you think they might not want the police outside the shopping centre?want the police outside the shopping centre?

Who were the children in the study?Who were the children in the study? 826 children from Year 5-7 (10-12 years old) and 826 children from Year 5-7 (10-12 years old) and

30 teachers 30 teachers 11 primary schools in Brisbane, Australia.11 primary schools in Brisbane, Australia.

How was the information gathered?How was the information gathered?

All teachers received training in co-operative learningAll teachers received training in co-operative learning They were split into two groups – one received training They were split into two groups – one received training

in the communication skills, the other did notin the communication skills, the other did not Teachers were audio-taped Teachers were audio-taped Their verbal behaviours were coded as questions, Their verbal behaviours were coded as questions,

encouragement, discipline and instruction etcencouragement, discipline and instruction etc

How can teachers use the evidence in How can teachers use the evidence in this study?this study?

The study showed the benefits of co-operative learningThe study showed the benefits of co-operative learning How have these findings informed your existing knowledge about How have these findings informed your existing knowledge about

co-operative learning?co-operative learning? The study provided examples of the specific communication skills The study provided examples of the specific communication skills

teachers used to promote dialogue in this model of cooperative teachers used to promote dialogue in this model of cooperative learning.learning.

Could you expand the talk strategies you use with your pupils to Could you expand the talk strategies you use with your pupils to enhance talk that is probing, reflecting, meaning and challenging?enhance talk that is probing, reflecting, meaning and challenging?

Could you exploit further pupil-teacher dialogue in your classroom?Could you exploit further pupil-teacher dialogue in your classroom?

How can school leaders use the How can school leaders use the evidence in this study?evidence in this study?

To what extent is co-operative learning of this kind used by To what extent is co-operative learning of this kind used by teachers in your school?teachers in your school?

Would your colleagues benefit from CPD designed to Would your colleagues benefit from CPD designed to introduce them to the use of specific communication skills introduce them to the use of specific communication skills in co-operative learning? in co-operative learning?

Could you support teachers in collaborating to experiment Could you support teachers in collaborating to experiment with using and adapting the strategies used in this study?with using and adapting the strategies used in this study?

Follow-up readingFollow-up reading

Study reference: Study reference: Gillies, R.M. & Boyle, M. (2005) Gillies, R.M. & Boyle, M. (2005) Asia-Asia-PacificPacific Journal of Teacher Education Journal of Teacher Education 33(3), pp.243-25933(3), pp.243-259

Summary available at:Summary available at: www.standards.dfes.gov.uk/research/themes/pupil_grouping/communicationplay/

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