Cooperative learning is a structured pedagogical approach to group work that promotes greater levels of participation and learning amongst pupils. With each child within the group assigned a role, they are responsible for that specific area whilst allowing others in the group to benefit from shared knowledge and skills. Moreover, cooperative learning allows pupils’ to develop their confidence thus enabling them to have better individual competency (Gillies, 2016). This enquiry will focus on the effects of introducing cooperative learning roles within the classroom.
The aim of this enquiry was to establish impact on lessons taught during IDL using cooperative learning roles. The roles chosen varied according to group size but included: recorder, time keeper, noise controller and resource manager. The role of the reporter was not given at the start of the lesson, with pupils aware that any person in their group could be chosen as reporter, to ensure all were engaged and participating. Job roles were clearly explained to pupils to ensure they knew their responsibilities, with the job roles rotating each lesson.