Cooperative learning is a teaching approach in which pupils work together to develop their knowledge and understanding of a specific topic. Jolliffe (2007) confirms that cooperative learning requires children working together towards a shared goal. Tasks should to be structured carefully to encourage each learner to be interdependent and individually accountable within their group. Through observations and feedback from the children in my class, I found that when children were previous asked to work within a group to complete a task not all children would take part or they would allow other members of their group to complete the majority of work. Having attended a cooperative learning CPD course I felt that this teaching method would be beneficial to the children in my classroom. I learned the importance of group roles within this method, allowing children to have a responsibility have accountability of their learning within their group. For this enquiry I focused on whether withholding the role of the reporter would influence pupil participation. I predict that by withholding the role of the reporter to the end of the task would have a positive impact on participation as pupils would be chosen at random and therefore would need to make sure they have the appropriate level of participation to be able to feedback to the class. The results of this enquiry would be used to impact my own teaching practice and ensure that when children are asked to work within a group, I adapt my teaching approach and methods to suit the needs of the children within their group.
The aim of this practitioner enquiry was to determine through investigation the effects of collaborative learning roles within the classroom and whether these roles impact the levels of pupil engagement and participation. The main focus of this enquiry was to determine if withholding the role of the reporter to the end of the lesson impacts positively on pupil participation.