Comments. Reflections.


If you find Maddie's statement above unconvincing, please find testimonials from grown-ups below.

Many are happy to act as my reference; please contact me for details.

The following is from an open letter from Jacqui Lund, then Assistant Headteacher at Fakenham Junior School:

A few thoughts which may or may not be useful: Cooperative learning transformed my teaching but more importantly it transformed the learning. It took the emphasis away from me as the teacher and put the emphasis on the children as learners. It provides a clear structure in which children know there is no place to hide from the learning, they have to take part, but the structure brings security too and opportunities for rehearsal therefore putting no one on the spot who is truly working. Cooperative learning raised my expectations of all children especially those slightly invisible children who Seem like they’ll never reach expectations and taught me they can! One particular child was achieving well below expectations in maths at the beginning of the year, cooperative learning techniques I believe were key in that child making accelerated progress to being very close to expectations for her age. She was transformed as a learner by cooperative learning. Cooperative learning = no place to hide, children 100% engaged and focused with smiles on their faces, developing polite community members , accelerated progress. What’s not to like? In classes where cooperative learning was well established last year, the progress of pupils was noticeably better than in classes where it was not fully established. I feel as if 2/3 of the year in my new job has rubbed the sheen off my excitement about cooperative learning! I could have gushed far more if you’d caught me a year ago!!!

Headteacher, Lucy Bates of Ormesby Village Junior School, writes:

"I observed a lesson the next day when the teacher used it for the first time and while there were teething issues with its modelling, the children - all of them - were fantastically engaged and taking part and making progress.  I am very happy to endorse co-operative learning - teachers are highly enthusiastic and the more we embed the CLIPs the more children become engaged and responsible for their own learning.  An example during a Y5/6 Catch1Partner - two less able pupils who found each other.  When one could not answer the maths problem the other said 'Shall I give you a clue' and then proceeded to give a sensible clue so the other child could work out the answer!  Amazing given the children in question."  

Teacher in Year 3/4 at Ormesby, Rachel Holt, said:

“It has gelled the class and I think it has calmed them down.

They were quite a fussy class - but they love it...” 

Watch the full interview with Rachel or Annette, the deputy head. October 2016.

Cooperative Learning is equally powerful in the later key stages.

"Powerful workshop from Jakob, who was passionate. He taught us very simple techniques that are efficient and that do not cost anything."

Dalila Mengullet, Chemistry teacher, CCCU INSPIRE STEM PGCE 11-18, Imperial College, 2017.

“Absolutely packed full with ideas and techniques, knowledge of Islam, not a wasted minute. Respectfully, interestingly and clearly presented.

Nothing to improve. Brilliant day.”

- Judith Cross, RE coordinator at St Andrews School, on the tailored RE course

Islam? Teaching Religious Literacy & Controversy Using Cooperative Learning, 2016.

“It was a great opportunity to try out activities for ourselves - to get a taste of how Cooperative Learning would feel from a student's point of view... ”

- Izzy Richards, History and English teacher at Queen Mary's Grammar School,

on Better Reading through Cooperative Learning, 2016.

“It is everyday positivity, and that opens their minds to learning, to experiences... It makes a huge difference in the children's lives

- and in adults' lives, too.”

- Vanessa Branch, Safeguarding & Behavior Lead, Norwich Primary Academy, 2016. 

“...Great session - will use in teaching/evidencing difficult topics. Will present to Local Authority for further discussion/uses.’’

-  Lubna Khan, Headteacher at Berrymede Junior School, London, 2016.

“Cooperative Learning is a an excellent tool… the children respond to it positively, and it teaches integration and the acceptance of other's opinions, but also using independent thought processes."

-  Nidha Anwar, teacher at Apex Primary School, 2015.

“Thank you so much for working with me, and the children I teach  [One learner], who's partner told him he couldn't read the sentence on Wednesday, earned himself a house point for improvement and I'm sure he left the room several centimetres taller! I look forward to working with you again at the inset in November.”

-Judy Brady, teacher at Norwich Primary Academy after a coaching session, 2015.

“Cooperative Learning ... builds confident individuals who can stand their ground and convince with real skills in cooperative communication.”

-  Z.Khanom, Headteacher at Headstart Education Center, 2015.

“It responds both to the demand of government and community, as well as those like myself who see young people on a daily basis trying to understand their world view and equipping them with skills to evaluate the things thrown at them.”

- Garry Swinton, Chaplain of The Grey Coat Hospital and Westminster City School.

on tailored event Healing Fractures II - Beyond Birmingham?, 2015.

‘‘…it's fantastic… there is no room to go off-task ....

it almost teaches itself.”  

- M. Vince, RE teacher, 2014. Watch the video.

"...very tightly controlled discussion ... intended to foster memorization, teaching and inquiry..."

-  Conleth Buckley, teacher trainer with the British Council, 2014.

"There are many CLIPs I intend to incorporate ...

a fully engaging approach!”

- Hannah Hunter, RE coordinator, Queensmead School, 2014.

"I want to use more cooperative learning in school...

I use some examples already, but this has reminded me of the importance of structure ...”

- Sarah Cobbold, RE teacher, Sct Benedict's Catholic High School, 2014.

“I am very enthusiastic about this idea, as it implies taking students to a meta-cognitive level, i.e. encouraging them to reflect on their learning.”

- Claire Cuminatto, Lecturer in French Language at the School of Language and Communication Studies,

University of East Anglia, 2014.

“The social interactive/constructivist element and its importance to learning was well-developed. It'd be interesting to try this out in a UK

Higher Education context.” 

- Dr Mike Diboll, Associate Tutor in EAP and Academic Development, University of Sussex, 2014.

As is the case with the list of my previous work, this is not comprehensive record of testimonials. Please find lots more in the video gallery which include themed interviews with headteachers and teachers. Or have a look at Features & Benefits.