CLIL and

Cooperative
Learning in
Primary
Education
Linda Jean Harrop
 A Cooperative Approach to Science in Primary

Heterogeneous Team Formation

Fast learner with helpful attitude
Weaker learner
Learner with average abilities
Learner with average abilities

Roles assigned within the group

Coordinator/Captain: Leads the group and solves conflicts.

Secretary: Manages materials and writes group response.

Speaker/Reporter: Speaks on behalf of group.

Supervisor: Keeps time and supervises noise levels and tidiness.

Techniques

Think-Pair-Share (1-2-4)
Function: to brainstorm ideas.

Steps: The teacher poses a question or problem. The pupils

are given a limited time to think in silence and write down one
or more ideas. Then they must work with a partner and, within
the time allotted, take turns to present their ideas to each
other. The next step is to share their ideas with another
couple. Finally, the written answers of the group are
presented to the class.

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Roundtable

Function: to brainstorm ideas.

Steps: One piece of paper is given to each group together with

a coloured pen per pupil. The teacher poses a question or
problem. The first pupil is allowed a short time to write an idea
and say it aloud before passing the paper to the pupil on the left.
The second pupil writes a response, etc. All pupils are given the
opportunity to present their ideas, as long as they do not repeat,
until time is called. They could then discuss the ideas generated
and agree on two or three of the best ideas to present to the
whole class.

Inside/Outside Circles
Function:
to exchange information with a variety of
partners in a structured manner.

Steps: The pupils form two concentric circles. Each

pupil in the inner circle interacts with the pupil facing
them in the outer circle. This exchange of information
continues until the teacher signals the outer circle to
move in one direction, giving each pupil a new
partner to talk to. This is repeated several times.

Jigsaw (Experts)

Function:
Each pupil becomes an expert in one specialist topic
and then must interact with the group presenting and
teaching that topic to his partners while learning what
his partners have studied. Each pupil is a piece of the
jigsaw and each pupil’s contribution is essential to get
the complete picture. This technique can be used for
acquiring new contents.

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Steps:
1. In groups of 3 or 4, each pupil is given a number or colour and a topic with the contents
he must learn.
2. The pupils regroup to work with other pupils of the same number or colour. Within a
given time limit, they help each other to become “experts”.
3. They return to their original groups. The teacher sets a time limit for them to teach their
partners what they have learnt and learn from them about the other two topics.
4. Evaluation: they are separated and given a task about the complete topic which they
must complete alone.
5. They evaluate their own performance during the activity and that of the group.

Pencils in the middle

(Teammates consult)
Function:
To discuss an answer with the group and reach an
agreement before completing a task.

Steps: The pupils put their pencils down in the centre of the table. The teacher either asks
a question which requires a written response or else explains a task that they must carry
out. They are then allowed a limited time to discuss together what exactly they must do
in the task, ensuring that every member of the group knows what to do. They are then
allowed a limited time to pick up their pencils and do the task in silence. Finally, they are
allowed time to compare their work, first in pairs and then as a group. A point system
could be used to reward those groups who work in silence and whose members all
present identically correct responses.

Bibliography
IGEL, C. & URQUHART, V. (2012), Generation Z, Meet Cooperative Learning. Middle school journal, Vol.
43, No.4
ABRAM, P.C. (1995), Classroom connections: Understanding and using cooperative learning. Toronto:
Harcourt Brace.
UNIVERSITY OF NORTH TEXAS (2008): Classroom best practices: Cooperative learning. Texas: UNT in
partnership with Dept. of Teacher Education and Administration.
SLAVIN, R.E. (1995). Cooperative learning: Theory, Research and Practice. Englewood Cliffs, New Jersey:
Prentice-Hall.
KAGAN, S. (1992). Cooperative learning. San Juan Capistrano, California: Resources for Teachers, Inc.
https://eal.britishcouncil.org/teachers/great-ideas-collaborative-activities