Claire Owens

Primary Teacher

St. Patrick's Primary Kilsyth

  • Cooperative Learning

What happens when social intentions are introduced as part of the learning criteria?


Co-operative group roles have been said to encourage higher levels of participation within mixed ability group work settings and more positive attitudes (Blatchford et al, 2003). The Scottish Government (2010) state that social and emotional skills are vital skills for learning, life and work. They state that these skills and an eagerness to learn and engage positive relationships and behaviour, depend upon social and emotional wellbeing. Within my classroom, many children were experiencing significant anxiety and stress when facing tasks in group settings, preventing them from reaching their full potential. I wanted to identify the impact of introducing social learning intentions within co-operative learning, to discover if social intentions could help to address this key challenge and increase participation levels as each child would have shared accountability within the group (Johnson and Johnson, 2013).


To evaluate the impact of setting a social intention on pupils’ ability to:

  • Display intended social behaviours, for example, good listening.
  • Work co-operatively with peers.
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