CL Structure Handbook - ENG

The LeapEd™ Approach to
Cooperative Learning
Trust School Programme

April 2016
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Authors: S. J. Millington and M. Marks.
Published by LeapEd™ Services Sdn. Bhd., Malaysia, 2nd Edition, April 2016.
Trust Schools Programme
The LeapEd™ Approach to Cooperative Learning
Table of Contents
OVERVIEW............................................................................................................................................... 2
What are Cooperative Learning Structures? ................................................................................... 3
ROPE........................................................................................................................................................ 4
Example of ROPE ............................................................................................................................. 5
CLASSROOM MANAGEMENT .................................................................................................................. 6
Grouping:......................................................................................................................................... 6
Structures: ....................................................................................................................................... 6
Share-N-Turns ......................................................................................................................................... 8
One-Two-Group .................................................................................................................................... 10
Look-Think-Comment ........................................................................................................................... 12
Show-Your-View.................................................................................................................................... 14
North-To-South ..................................................................................................................................... 16
NEWS-And-Views .................................................................................................................................. 18
Mine-And-Combine............................................................................................................................... 20
Find-A-Treasure..................................................................................................................................... 22
Team-Card-Challenge............................................................................................................................ 24
Roam-Or-Remain .................................................................................................................................. 26
Token-Talk-Time ................................................................................................................................... 28
Idea-Rush .............................................................................................................................................. 30
On-A-Mission ........................................................................................................................................ 32
Question-N-Coach ................................................................................................................................. 34
Acknowledgements and References..................................................................................................... 36
APPENDICES .......................................................................................................................................... 37
Appendix 1: Cooperative Learning Structure Skills Table .................................................................. 38
Appendix 2: Cooperative Learning Structure Illustrations ................................................................. 40
Teacher Version............................................................................................................................. 40
Secondary Student Version ........................................................................................................... 42
Primary Student Version ............................................................................................................... 44
© Copyright LeapEd™ Services 2016  Duplication or Infringement is Prohibited

1
OVERVIEW
Cooperative learning means students work together to accomplish shared goals; with
individuals striving for outcomes beneficial to themselves and to the group.
Cooperative learning is promoted in the classrooms of developed education systems as

continuing research shows the positive effects it has on:
• how student academic achievement levels improve;

• how students feel about school, their teachers and their peers;
• how students’ self-esteem improves and
• how students’ social skills, and positive interactions improve.
Cooperative learning activities allow students to collaborate, giving them time and
opportunities to discuss new concepts in a small group before speaking to the whole class or
finishing a written/illustrated product. Discussing their ideas within familiar groups, they learn
to think problems through, to support their own opinions, and to critically consider the
opinions of others before coming to a conclusion.

2
What are Cooperative Learning Structures?
Cooperative learning structures are very specific learning strategies teachers use to organise
interaction between students. Some structures regulate interaction between pairs, some are
best for group work, and others involve the whole class. Most structures can be used with
almost any academic content, but some are better than others for certain tasks.
Effective planned cooperative activities allow the teacher to become the facilitator of learning
and to have increased opportunities to assess for learning. As more responsibility is given to
students for their learning; the teacher can work with small groups and individuals, allowing
for more differentiation of instruction and task [Kagan and High, (2002), Johnson and
Johnson, Srinivas (2014)].

3
ROPE
Respect – Students develop interpersonal skill.

Students actively engaged in effective, cooperative learning share a common goal and work
together within their group to achieve success in the task. Students in the group:
• listen and take turns • encourage, support and • share knowledge and
• assess ideas and praise each other understanding
contributions • share resources • share success or failure
They will improve together, and individually, by offering their commitment to the group;
respecting their peers.
Ownership – Students learn they have a contribution to make to the success of society.
Effective cooperative learning requires all group members to contribute for the group to be
successful in completing the task. Each student in the group may contribute in a different way
but students must all take ownership of their individual contribution to the whole.
Positive Interdependence – Students learn that as part of a society, no one can succeed
alone.
Cooperative learning tasks are designed so that no group member can opt out and still share
in the success of the group – without contributions from every member of the group, the
group cannot achieve success. Students commit to others’ success as well as their own; only
by being positively interdependent can the whole group achieve success.
Equal Participation – Students develop self-confidence and a positive work ethic.

Traditional classrooms reflect the ‘one question, one student answer’ model; a cooperative
learning classroom reflects the ‘one question, all students answer’ model. Effective
cooperative learning tasks are structured to ensure group or pair work requires more students
to participate at any one time and all students participate across time. There is equal
participation because all students participate.

4
Example of ROPE
Team-Card-Challenge
Positive Purpose
Respect
Interdependence Students learn to
• To give students the opportunity to reach agreement respect the
All students
contribute to the • To allow for idea processing contributions of
success of the their peers.
activity. 1. Cards with questions and answers are placed on
the table.
2. Student A takes the top card and reads the
question to Student B.
3. Student B answers the question.
Equal 4. Student C:
Participation Agrees and may extend the answer Ownership
All students have Each student

OR
equal gives their own
opportunities to Disagrees and offers an alternative answer. viewpoint.

participate. 5. Student D paraphrases Student C’s view and offers Student A the answer.
6. Student A reads the correct answer.
7. The completed card is placed at the bottom of the pile.
8. The process continues, with roles rotating.
5
CLASSROOM MANAGEMENT
When planning cooperative learning structures there are some classroom and behaviour
management strategies teachers should consider.
Grouping:
• The ideal group size for effective cooperative learning is four.

• Groups should be identified by the class teacher and not left to student choice.
Students should understand that groupings will always be flexible.
• Groups should mostly be of mixed ability but the teacher should identify the intended
learning outcome of the task when deciding on group composition.
Structures:
• Teach: Each cooperative learning structure has a set of instructions which should be
taught to the students. Tasks should not be set using a cooperative structure until all
students are confident with the instructions for the structure. Consistency is
important, for example the signal to end activities should be agreed and remain the
same.
• Practise: As each new cooperative learning structure is taught it should be practised,
with different tasks and any variations, until students are so familiar with the structure
they know the instructions they must follow from the name of the structure alone.
• Plan: Cooperative learning structures are used for specific learning outcomes.
Structures should be an integral part of the lesson plan, not become the lesson.
Structures should not become ‘boring’ through overuse. Cooperative learning tasks
should have a timeframe; most tasks benefit from the use of a timer device. Many
structures require students to move around the classroom; students will need to be
trained to move safely and sensibly.

6
• Facilitate: Cooperative learning structures are intended to allow students to do the

work and to allow teachers to become the facilitators. Effective cooperative learning
tasks require teachers to move around the groups, supporting and assessing. Any
further teaching should come after completion of the cooperative task, unless the
majority of students are clearly unable to complete the task set.

7
Share-N-Turns
Purpose
• To improve idea generation
• To encourage structured sharing
and discussion
1. The teacher poses a question/gives

a statement.
2. Students work in pairs or table groups.
3. Students take turns to give an answer, verbally or written.
Written Variations
• Students each write a response on paper.
• Students pass their paper to a partner/group member, who reads the
response, and adds a further idea, different than that already given.
• Papers rotate between a pair/around the group until the end signal is given.
Oral Variations
• A student contributes a verbal response and their partner/other group
members listen.
• The partner/group member responds with a different idea than that already
given.
• Students continue to take turns speaking, until the end signal is given.

8
Examples
Mathematics Sport
1. Teacher gives a geometric drawing. 1. Teacher gives a ball to be passed
2. Students take turns to add to the around the group of four.
geometric drawing to make new 2D and 2. Students’ actions with the ball on each
3D shapes. pass must be altered, for example, from
passing to bouncing, passing under legs
or over heads.
My example

9
One-Two-Group
Purpose
• To encourage structured sharing and discussion
• To encourage students to give opinions

a statement.
2. Students have a set time to think about
the question/statement on their own,
making appropriate notes.
3. On a signal, students pair up.
4. Pairs have a set time to discuss the question/statement.
5. On a signal, students share their responses with a larger group.
Variations
After students have had time to consider the question/statement alone:
• Rotate partners every 30 seconds and share new thinking with a different partner.
• Pairs write or illustrate their ideas.
• Make a group of four. Share ideas for 1 minute.

10
Examples
Life Skills Tamil

1. Teacher gives the topic ‘pros and cons 1. Teacher asks students to identify words
of being a vegetarian’. they often confuse the meaning or
2. Students have 2 minutes to think spelling of.
individually about the pros and cons of 2. Students have 1 minute to think about
being a vegetarian, making appropriate words they often get confused, noting
notes. them down.
3. Students have 1 minute to share their 3. Students have 5 minutes to share these
ideas with their partner. words with their partner who draws a
4. Teacher facilitates sharing of responses cartoon of the situation which might
with whole group. arise when the word is incorrectly used.
4. Cartoons are shared with the table
group.
My example

11
Look-Think-Comment
Purpose
• To give and receive peer feedback
• To develop students skills in
questioning
1. Group work is displayed around the room.

2. Table groups move to look at the work of
their peers.
3. A response to their peers work is written on a comment sticker.
4. On the signal, students return to their own work to review, and reflect
on the comments.
5. Improvements based on comments may be made to complete the
group's work.
Variations
• Students present their work to their peers who question and comment.
• On the comment sticker peers identify two positive things about the work and one
thing that could be improved or modified.

12
Examples
Art History
1. Students’ completed silhouette 1. Student groups practise their
drawings are displayed around the re-enactment of the 1957 Declaration
room. of Malaysian Independence.
2. Students complete ‘Look-Think- 2. Groups perform to other groups who
Comment’ for up to six drawings each. then ask questions and comment.
3. Students have time to reflect on the 3. Students have time to reflect on any
comments attached to their own information they missed from their
drawings and alter them if they wish. performance.
My example

13
Show-Your-View
Purpose
• To make connections to prior
learning
• To encourage students to give
opinions
1. The teacher poses a closed question/gives a statement.

2. Students choose a response: ‘agree’, ‘not sure’ or ‘disagree’.
3. On the signal, students indicate their response.
Example:
Agree: Raise arms above head
Not sure: Hold hands to the side at shoulder level
Disagree: Cross arms over chest
4. Repeat steps 1-3 until questions/statements are finished.
5. The teacher selects students to explain their thinking.
Variations
• Smiley faces or cartoons can be used to indicate students’ viewpoint. These can be
put onto laminated cards.
• Other gestures/body positions can be used for ‘agree,’ ‘unsure’ ‘disagree.’

14
Examples
Science ICT
1. Teacher asks 5 questions about the 1. Teacher asks questions about the
parts of a flower with 3 answer options. design of Power Point slides.
2. Students respond by: 2. Students respond by raising traffic light
a. Option 1 – stand up cards:
b. Option 2 – spread arms out to a. Red – dislike
side b. Amber – no opinion
c. Option 3 – remain seated. c. Green – like
3. Teacher selects students to explain 3. Teacher selects students to explain
their thinking. their thinking.
My example

15
North-To-South
Purpose
• To allow for idea processing
1. The room is labelled with the North Pole,

The South Pole, and the Equator.
2. The teacher poses a question/gives a statement.
3. Students move to form a line from ‘North-to-South’, indicating strength
of opinion:
Agree: move towards the ‘North Pole’

Neutral: move towards the ‘Equator’
Disagree: move towards the ‘South Pole’
4. The teacher selects students to explain their thinking.
Variations
• The ‘South Pole’ end of the ‘longitude’ line is drawn up to meet the ‘North Pole’
end, so that students are paired. Pairs take turns to justify their opinion.
• Students are divided into groups of 4 and have to discuss and agree on a single
position.

16
Examples
Beginning of day End of day

1. Teacher gives a news topic from a daily 1. Teacher asks students to review the
newspaper for students to read. topic of the day.
2. Students move to the identified 2. Students move to the identified
‘Equator’, ‘North Pole’ or ‘South Pole’ ‘Equator’, ‘North Pole’ or ‘South Pole’
based on the strength of their opinion based on the strength of their opinion.
in relation to a statement based on the 3. Students have 2 minutes to share their
news story. opinions in their response groups.
3. Students have 4 minutes to share their 4. Response groups have 5 minutes to
opinions in their response groups. prepare an illustrated, agreed group
4. Response groups have 1 minute to answer.
prepare an agreed group answer. 5. Teacher selects one student from each
5. Teacher selects one student from each group to feedback to the whole group.
group to feedback to the whole group.
My example

17
NEWS-And-Views
Purpose
• To encourage structured sharing and
discussion
• To give students the opportunity to reach
agreement
1. The room is labelled with four identified points,

North, South, East and West.
2. The teacher poses a question/gives a statement with four response
options and indicates which direction relates to each response.
3. On the signal, students move to the direction reflecting their view.
4. On the signal, students take turns to share their opinions in their response
group.
5. The response group prepares a group answer to share with the whole
class.
6. The teacher identifies students to explain their thinking.
Variations
• Students prepare a written or illustrated response to share with the whole class.
• The four points in the room are identified with vocabulary linked to the topic being
studied.

18
Examples
Bahasa Malaysia Literacy

1. Teacher asks 4 questions about the use 1. Teacher shows an illustrated ‘Big Book’
of verbs. cover and asks students to consider
2. Students respond by moving to the what they think the main character will
pole identified to correlate with their be like.
opinion. 2. Students move to the identified point
3. Teacher selects a number of students to with an answer corresponding most
explain their thinking to the whole closely to their own ideas.
group. 3. Teacher selects students, who have 1
minute each, to explain their reasoning
to peers.
My example

19
Mine-And-Combine
Purpose
• To give students the opportunity to
reach agreement

a statement.
2. Each table group has a Combo-Mat. Students respond, recording ideas
independently on the ‘mine’ section of the Combo-Mat.
3. On the signal, students take turns to share their ideas from the
Combo-Mat. If the group agrees with an idea, it is circled.
4. On the signal students decide which circled ideas go into the ‘combine’
section of the Combo-Mat.
5. The teacher identifies students to explain their thinking.

20
Examples
Islamic Studies Science

1. Teacher identifies a character in a 1. Teacher facilitates an experiment with
written text. the whole group.
2. Individually students record their 2. Individually students record the results
response to the character in their ‘mine’ of their experiment in their ‘mine’
section of the Combo-Mat. section of the Combo-Mat.
3. The table group use these responses to 3. The table group summarise the data to
complete a character analysis in the produce a conclusion for the
‘combine’ section of the Combo-Mat. experiment in the ‘combine’ section of
the Combo-Mat.
My example

21
Find-A-Treasure
Purpose
• To make connections to prior learning
• To encourage group reflection
1. The teacher prepares a different

question/statement for each group.
2. Each question/statement is placed in
a small container.
3. Independently, students write a response on a piece of paper and place
it inside their groups’ container.
4. On the signal, students move as a group to another question/statement,
and respond independently, placing their answer in the container.
5. Students continue to rotate around the questions/statements of each
table group, moving on the teacher’s signal.
6. On the final signal, students return to their table and collate the responses
of the whole group to find the ‘treasure’.

22
Examples
Moral Science
1. Teacher places questions about the 1. Teacher gives students at each table
moral values taught during the lesson group a different fitness activity which
into a small container for each table can be completed in a 2-minute
group. rotation.
2. Students answer the question 2. Students have questions to answer
individually and place their answers into related to that activity, for example,
the small container. measuring heart rate. Each table group
3. Table groups move around the room completes their own activity and
consolidating their new knowledge by answers their question first.
answering the questions or creating 3. Table groups move to complete all
related new questions and placing them activities and answer all questions.
into the containers for table groups to 4. Students return to their table group to
complete later. collate the data from all the groups to
4. When all questions are answered each form graphs and conclusions about
table group collates the responses to student health.
find the ‘treasure’ from the lesson.
My example

23
Team-Card-Challenge
Purpose
• To give students the opportunity to reach agreement
1. Cards with questions and answers are placed

on the table.
2. Student A takes the top card and reads the
question to Student B.
3. Student B answers the question.
4. Student C:
Agrees and may extend the answer
OR
Disagrees and offers an alternative answer.
5. Student D paraphrases Student C’s view and offers Student A the
answer.
6. Student A reads the correct answer.
7. The completed card is placed at the bottom of the pile.
8. The process continues, with roles rotating.
Variations
• Students trade cards with different groups after a set time period.
• Students can draw pictures or write answers.

24
Examples
English - Grammar Geography

1. Teacher gives cards with different parts 1. Teacher prepares question cards about
of speech to be identified in a sentence. the effects of global warming.
2. Students continue to rotate roles and 2. Students answer the questions by
question cards until all of the group adding to a diagram to illustrate the
members can answer all of the effects of global warming.
questions correctly. 3. Students continue to rotate roles and
question cards until the diagram is
completed.
My example

25
Roam-Or-Remain
Purpose
• To develop students skills in questioning
• To use feedback for reflection
1. Students work is displayed on the

table.
2. The teacher identifies a number of
students in a table group to roam to another
group. The others remain at their table.
3. In the newly formed groups, the ‘Remainers’ share their work.
The ‘Roamers’ listen, ask questions and add further ideas.
4. On the signal, the process is repeated OR the ‘Roamers’ return to their
table group.
5. Table groups discuss new ideas from the ‘Roamers’.
6. Improvements based on new ideas may be made to complete the
groups’ work.

26
Examples
Mandarin Mathematics
1. Teacher gives table groups a text to 1. Teacher gives students mathematical
review. problems with more than one solution
2. ‘Roamers’ and ‘Remainers’ share group method.
thinking and offer/accept other ideas as 2. ‘Roamers’ and ‘Remainers’ share their
well as providing constructive feedback different of solving the problem until
until the agreed signal to end is given. the signal to end is given.
3. Groups discuss and alter their original 3. Groups discuss and solve other
work based on any new ideas they have mathematical problems based on new
collected or been given. methods they have collected.
My example

27
Token-Talk-Time
Purpose
• To encourage structured sharing
and discussion
1. In table groups each student

is allocated two ‘Talk-Tokens’ with a
set ‘active’ time limit.
2. The teacher gives a discussion topic.
3. Students place one ‘Talk-Token’ in the centre of the table before they
express their views. Students can only speak when their ‘Talk-Token’ is
active. Only one ‘Talk-Token’ is active at a time.
4. When each student has used two ‘Talk-Tokens’, they provide a summary
of the discussion so far (written or oral for teacher assessment), before
they can re-activate their used ‘Talk-Tokens’ and continue the discussion
OR the teacher signals the end of discussion time.
Variation
• ‘Talk-Tokens’ can be swapped for puzzle pieces which must be joined to complete
the puzzle picture; ensuring all students contribute equally to the solution.

28
Examples
Science Bahasa Malaysia or English or Mandarin or

1. Teacher gives the topic ‘Acid Rain’ and Tamil
distributes a 2 and 3-minute 1. Teacher asks students to discuss their
‘Talk-Token’ to each student. views on the importance of
2. Students use their ‘Talk-Tokens’ to bi-lingualism in the modern world.
discuss their understanding of the 2. Students have only 2 ‘Talk-Tokens’
effects of acid rain until a consensus is each. ‘Talk-Tokens’ are all worth
reached or until 20 minutes are up. 2 minutes.
3. Teacher re-activates ‘Talk-Tokens’ after 3. After 16 minutes are up students must
hearing a brief summary of the write a summary of the discussion.
discussion so far.
My example

29
Idea-Rush
Purpose

a statement and sets a time limit.
2. In table groups, students quickly write an idea on a small piece of paper.
3. Students state the idea aloud, and place their paper on a larger, central
sheet of paper. No other student can now write the same idea.
4. Students continue until they have no new ideas or time is signalled.
5. On the signal, students discuss and move the ideas on the paper,
organising according to criteria given by the teacher or agreed by the
table group.
Variation
• New ideas may be added by the teacher at step 5.

30
Examples
History Sport
1. Teacher gives 5 minutes for students to 1. Students are review prior learning
individually generate ideas/identify about football set pieces for goal
prior knowledge about the earliest scoring. They watch a goal scoring
settlers in Malaysia. scenario.
2. On the signal, ideas are discussed and 2. Individually, students offer their ideas
used to classify information into specific as to which set pieces could have been
traditions, stories and items absorbed utilised by the team to create the goal
into the Malay culture and reach scoring opportunity.
consensus on a series of questions 3. On a signal, idea sharing ends and
about Malay heritage. groups must decide which of the
ideas/combination of ideas could have
created a better goal scoring
opportunity.
My example

31
On-A-Mission
Purpose
• To encourage structured sharing and
discussion
1. The teacher gives students a table with

a series of written questions each of which
only some students can answer.
2. On the signal, students search for another student who can provide the
answer to one of the questions.
3. The responding student signs beside the answer to the question.
4. Students continue their ‘mission’ until the table is complete or the end of
the activity is signalled.
5. Students sort and organise the information collected, using it to produce
work.

32
Examples
Art Life Skills

1. Teacher gives students a table with 1. Teacher gives students part of a series
questions and snippets of information of ingredients or instructions.
about three artists and their work. 2. Students ask questions to match the
2. Students move around the room in ingredients to the instructions they
search of another student who can have.
answer their questions (each student 3. Table groups work together to collate
can partly answer three questions). all of the ingredients and instructions
3. Students continue until enough and identify the steps for the method.
information is gathered and collated to
identify the individual artists.
4. Students share the data collected in
their table groups to produce a final
piece of written work.
My example

33
Question-N-Coach
Purpose
• To make connections to prior learning
• To develop students skills in questioning
1. The teacher prepares a set of higher order

question cards, accompanied by coaching
suggestions and answers.
2. Each student is given one card. Students have time to consider
the question, coaching support and answers.
3. On the signal, students move and pair with a partner with a different
card.
4. Students take turns to ask the question on their card, and use the
coaching support, until their partner can fully answer the question.
5. Partners exchange cards. They now find a different partner to question
and coach.
6. Students continue to ‘Question-N-Coach’ until the end of the activity is
signalled.
The question, coaching support, and answers can be placed on a three-fold, concertinaed
paper.
Question Coaching Support Answer

Why do we use Think about: Cooperative leaning structures
cooperative • student academic achievement levels allow students to improve
learning • how students feel about academic and social skills.
structures? school/teachers/peers
• students’ self-esteem
• students’ social skills, and positive interactions
Variation
• Pairs that know the answers can be grouped into 4, to question and coach another
pair.

34
Examples
Moral Studies Science
1. Teacher prepares cards with the names 1. Teacher prepares cards with options
of items linked to celebrations. for circuits to light a bulb and
Coaching support will help to elicit a coaching tips to support answers.
full answer. 2. Students use the ‘Question-N-
2. Students have to answer with an Coach’ structure to revise work
explanation of how and why each item previously covered using the
is used at the celebration. coaching tips to ensure their partner
3. Students have time to read the card, describes the circuit accurately.
coaching tips and answer before they 3. Students have time to read the card,
pair with a partner. coaching tips and answer before
4. Cards and partners are swapped until they pair with a partner.
the end of the activity is signalled. 4. Cards and partners are swapped
until the end of the activity is
signalled.
My example

35
Acknowledgements and References

Johnson, D.W. and Johnson, R.T. (year unknown) An Overview of Cooperative Learning
[Internet] Available from: <http://www.co-operation.org/home/introduction-to-
cooperative-learning/> [Accessed 27 October 2014].
Kagan, S. and High, J. (2001) Kagan Structures for English Language Learners. San Clemente,
CA: Kaga Publishing. Kagan Online Megazine [Internet] Available from:
<http://www.kaganonline.com> [Accessed 27 October 2014].
Srinivas, H. (2014) 44 Benefits of Collaborative Learning [Internet] Available from:

<http://www.gdrc.org/kmgmt/c-learn/44.html> [Accessed 7 November 2014].
Illustrations
The illustrations for LeapEd™’s cooperative learning structures were drawn by Shaq Koyok, a
Temuan, Orang Asli, who grew up in Banting, Selangor. He studied at Universiti Teknologi
Mara (UITM) and has a Masters degree in fine art. His ambition is to travel the world and to
be able to continue with the art workshops he delivers to Malaysia’s indigenous people; to
enhance their educational opportunities.
When he isn’t busy painting or facilitating art workshops; he likes to cook and play musical
instruments, including the buluh chetong.
LeapEd™ is privileged to have such a talented artist working with us.
Shaq Koyok
http://shaqkoyok.blogspot.com

36
APPENDICES

37
Appendix 1: Cooperative Learning Structure Skills Table
LEAPED™
COOPERATIVE Idea Connecting to Sharing/ Feedback and
Opinions Questioning Processing Agreement
LEARNING generation prior learning Discussing reflection
STRUCTURE
Share-N-Turns ✔ ✔ ✔ ✔ ✔
One-Two-Group ✔ ✔ ✔
Look-Think-Comment ✔ ✔ ✔ ✔ ✔
Show-Your-View ✔ ✔ ✔ ✔ ✔
North-To-South ✔ ✔ ✔ ✔ ✔
NEWS-And-Views ✔ ✔ ✔ ✔ ✔ ✔ ✔
Mine-And-Combine ✔ ✔ ✔ ✔ ✔ ✔
Find-A-Treasure ✔ ✔ ✔ ✔ ✔ ✔ ✔

38
LEAPED™
COOPERATIVE Idea Connecting to Sharing/ Feedback and
Opinions Questioning Processing Agreement
LEARNING generation prior learning Discussing reflection
STRUCTURE
Team-Card-Challenge ✔ ✔ ✔ ✔
Roam-Or-Remain ✔ ✔ ✔ ✔ ✔ ✔
Token-Talk-Time ✔ ✔ ✔ ✔ ✔ ✔
Idea-Rush ✔ ✔ ✔ ✔ ✔ ✔
On-A-Mission ✔ ✔ ✔ ✔
Question-N-Coach ✔ ✔ ✔ ✔ ✔

39
Appendix 2: Cooperative Learning Structure Illustrations
Teacher Version
Share-N-Turns One-Two-Group
Show-Your-View
Look-Think-Comment
North-To-South NEWS-And-Views
Mine-And-Combine
Find-A-Treasure

40
Roam-Or-Remain
Team-Card-Challenge
Token-Talk-Time Idea-Rush
On-A-Mission Question-N-Coach

41
Secondary Student Version
Look-Think-Comment Show-Your-View
North-To-South NEWS-And-Views
Mine-And-Combine Find-A-Treasure

42
Team-Card-Challenge Roam-Or-Remain

43
Primary Student Version
Look-Think-Comment Show-Your-View
North-To-South
NEWS-And-Views
Mine-And-Combine Find-A-Treasure

44
Team-Card-Challenge Roam-Or-Remain

45

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The LeapEd™ Approach to

Trust School Programme

Authors: S. J. Millington and M. Marks.

The LeapEd™ Approach to Cooperative Learning

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Cooperative learning is promoted in the classrooms of developed education systems as

• how student academic achievement levels improve;

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What are Cooperative Learning Structures?

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Respect – Students develop interpersonal skill.

Equal Participation – Students develop self-confidence and a positive work ethic.

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All students have Each student

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• The ideal group size for effective cooperative learning is four.

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• Facilitate: Cooperative learning structures are intended to allow students to do the

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1. The teacher poses a question/gives

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1. The teacher poses a question/gives

After students have had time to consider the question/statement alone:

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Life Skills Tamil

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1. Group work is displayed around the room.

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1. The teacher poses a closed question/gives a statement.

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1. The room is labelled with the North Pole,

Agree: move towards the ‘North Pole’

4. The teacher selects students to explain their thinking.

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Beginning of day End of day

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1. The room is labelled with four identified points,

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Bahasa Malaysia Literacy

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1. The teacher poses a question/gives

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Islamic Studies Science

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1. The teacher prepares a different

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1. Cards with questions and answers are placed

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English - Grammar Geography

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1. Students work is displayed on the

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1. In table groups each student

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Science Bahasa Malaysia or English or Mandarin or

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1. The teacher poses a question/gives

• New ideas may be added by the teacher at step 5.

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