“Learning environments for the 21st century must be ones in which students are actively engaged with learning and with each other” (Slavin, 2010, p.173)

Vygotsky sees the development of cognition as the result of participation with others in goal-directed activity. A child initially engages in joint thinking with others through talk that accompanies problem solving and social participation in everyday activity (Gibbons p.14)

Cooperative and collaborative teamwork, when executed well, is a powerful learning experience.

Teachers must plan well structured, goal orientated tasks that require individual accountability.

Through such tasks student develop deeper understanding of concepts and consequently higher grades.

However teachers must coach students throughout the process, detailing their expectations of how teams should interact, share ideas, and manage work allocation. This coaching will be ongoing as team conflict management can be difficult to navigate but equips students with significant life skills.

Firstly we must distinguish the difference between Cooperative and collaborative group work. Cooperative work is when students engage in a structured, goal driven learning task as a small group. Students must be individually accountable for their contribution and the task assessed by the team work as a whole. “Cooperative groups work face-to-face and learn to work as a team” (Concept to Classroom, p 1). There must be an incentive to take the success and achievement of each team member seriously (Slavin, 2010, p. 163).

Collaborative work is again small teams of students working together but is based more of solving a problem or generating ideas. It is a knowledge sharing activity and not one that necessarily produces a product. The Harkness, round table method of learning (popular in the USA) is an excellent example of collaborative work (Trafford, 2015) and (Williams, n.d.).

Teachers must ensure that tasks are planned and monitored so that team members are participating and sharing ideas. Tasks must o structure to ensure equity of participation and shared learning opportunities. Not every learning task will lend itself to group work. Teachers must coach the students, before and during the task about the “rules” of team-based work and the expectations of each participant and the group as a whole. The teacher’s role before and during team based activities is to coach students on the skills and expectations of how they are expected to interact with each other. It may take some time to practice these interaction but with time and experience students will become proficient and these types of interactions.

On the other hand students may see group work as a battle of social and cognitive wits. Personality traits can influence the outcomes of group work and inequity of tasks can cause frustration and resignation.

When tasks and groups are structured properly and with clear goals students can achieve:

· A deeper understanding of concepts,

· Higher grades

· An acceptance of opposing or challenging ideas from others

· Increased self esteem

· Higher levels of motivation to get involved

· Ownership of the personal learning

· Develop conflict resolution skills and improve their ability to work as a team.

Strategies, resources and approaches that will assist in the preparation and execution of cooperative work include – establishing clear goals for each group with individual accountability. The Jigsaw Organisation (www.jigsaw.org) gives step by step instructions on structuring tasks to ensure equity of team work. Team assessment and reward is based on the success and more importantly the improvement of each participant. Therefore each team member is motivated to ensure that all members are able to contribute, and understand the task content.

Set and discuss some basic rules for interacting in a team environment. Monitor these interactions as teams work together, praising positive teamwork and coaching immediately where necessary, that is reminding member that everyone’s ideas need to be considered.

Teachers can also assist students be stating clear objectives when setting tasks. A rubrics or WAGOLL (what a good one looks like) can assist in setting clear expectations. Ensure your expectations of students are higher and show them you that you believe in their ability to produce work of a high standard.