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1 Background
Many studies proved the advantages of cooperative learning.Phawani Vijayaratnan （2012） designed a five-week research about 15 engineering major students at a private university to investigate the effectiveness of group collaboration.The research concluded that adopting practical tasks for a group of students helped students combine theory with practice.Though a minority of learners lack of learning target，autonomy or confidence，cooperative learning can motivate them to be brave to communicate （Hui Zhou 2012）.His research involved with an ordinary English class for 15 weeks.According to Zhou’s data，results showed that 84.4% students believed that their confidence （53.1%），interest （62.5%） and autonomy （56.3%） have been enhanced while the feeling of anxiety （59.4%） has decreased.
2 Observation
During my visit in British schools，I mainly used three research strategies： observation，interview and document analysis.Through observation，I see clearly how cooperative learning is used，students’ behavior in group work，classroom organisation and so on.By interacting with teachers and students，I acquire many excellent ideas and suggestions.Besides，document analysis can provide me an academic and official view on the cooperative learning.
In Prince Albert Primary School，I observed a distinguished teaching method called “free-flow”.About sixty students were allocated in a big classroom.There are six teachers teaching different subjects such as Arts，Science and Math.Different subjects constituted different study groups.What attracted me is that they share the same room and students have the freedom to choose the subject they intend to learn.If they were bored，they change to other subjects freely.During the study，students seated together and learned cooperatively by doing class discussion or group work.It not only stimulates students’ learning enthusiasm，but also enhances their interpersonal relationship with others.To prove my thought，I found some feedback on school website from visitors who spent a whole day observing classrooms and talking to pupils.Pupils are completely confident，welcoming and open; the sense of collaboration in the classes was amazing; the teaching addresses the individual needs of every student; the learning atmosphere is positive and constructive （Bray，C.，Johnstone，M.，Clarke，S.& Faulkner，R.2014）.Teachers and students are energetic and have a strong preference of learning with others.
In Holte Secondary School，I observed a Performance Class.There were only ten students but the classroom was large.Teachers always separated students into two or three or ask the whole class to perform a scene.For example，teacher made two students a group and asked them to act as father and a child who just failed course.When students were performing，the teacher will observe them and later pick up a representative group to perform in front of other students.After the performance，teacher will let other students assess that group and give some advice.In the cooperative learning process，they learn strengths from other groups and avoid same mistakes.In the interview with teacher and students after class，teacher said that students work in small group could promote their skills to perform and interact with others.Students also said they could gain lots of fun from learning cooperatively. I also observed another cooperative learning class in Queen Alexandra College.In the college，I was allocated in a class teaching how to write a Curriculum Vitae.The teacher told students what is CV and what is it used for in the first ten minutes.Then，an interesting short video about how to write CV was played.After students having a basic understanding of CV，teacher separated them into two groups： one group searching excellent CVs while the other group searching poor CVs in the computer.Twenties minutes later，each group had to choose a student to summarise what they have found and share their opinions on these findings.In class，the atmosphere was easy and relaxing.Students were conscious about their duty and engaged actively in the group learning.The teacher said that cooperative learning is not very efficient previous but later she put some fun in the group work like searching in the Internet which led to better results.Therefore，cooperative learning should be designed in a way that can attract students’ attention and make them enjoy the process.
3 Action Plan
For the oral English class I am teaching，I plan to try cooperative learning.During the teaching process，there are three main methods I should learn from the schools I observed.From Prince Albert Primary School，I know that I should give students full freedom to choose the topics they like in my oral English class.From Holte Secondary School，I understand the importance of personal or group presentation and peer feedback.I can let students give presentation in front of the class and ask other students to give sincere feedback so that everyone can improve.From Queen Alexandra College，I realize I can use empowerment and give up teacher-led position.For each class，I can give some baisc information about a issue and empower students to solve it by themselves so that they can have a thorough command and behave more actively.
4 Conclusion
In the United Kingdom，cooperative learning is a kind of teaching culture in the classroom.Most classrooms are designed to facilitate group work，such as inspiring pictures on the wall，movable desks and chairs，enough space and so on.Teachers and students are well trained to productive cooperative learning.However，the research strategies I used have some limitations.I only observed three schools and one college which cannot represent the situation of the majority of Britain education.Thus，in order to make my opinion much more convincing，more schools should be observed in the future.
References
[1]Bray，C.，Johnstone，M.，Clarke，S.& Faulkner.Leaders from Stoke Visit PA.Available from： http：//www.princealbert.bham.sch.uk/index.php/home/latest-news/566-leaders-from-stoke-visit-pa [Accessed 2014-12-17]
[2]Vijayaratnan，P.Developing higher order thinking skills and team commit via group problem solving： a bridge to the real word [J].Social and Behavioral Science 66，2012：53-63.
[3]Zhou，H.Enhancing Non-English Majors’ EFL Motivation through Cooperative Learning [J].Procedia Environmental Sciences 12，2012：1317-1323.
作者簡介
郏郁文（1992.06—），女，汉，河南郑州人，河南水利与环境职业学院，助教/硕士，研究方向：英语教育。
Many studies proved the advantages of cooperative learning.Phawani Vijayaratnan （2012） designed a five-week research about 15 engineering major students at a private university to investigate the effectiveness of group collaboration.The research concluded that adopting practical tasks for a group of students helped students combine theory with practice.Though a minority of learners lack of learning target，autonomy or confidence，cooperative learning can motivate them to be brave to communicate （Hui Zhou 2012）.His research involved with an ordinary English class for 15 weeks.According to Zhou’s data，results showed that 84.4% students believed that their confidence （53.1%），interest （62.5%） and autonomy （56.3%） have been enhanced while the feeling of anxiety （59.4%） has decreased.
2 Observation
During my visit in British schools，I mainly used three research strategies： observation，interview and document analysis.Through observation，I see clearly how cooperative learning is used，students’ behavior in group work，classroom organisation and so on.By interacting with teachers and students，I acquire many excellent ideas and suggestions.Besides，document analysis can provide me an academic and official view on the cooperative learning.
In Prince Albert Primary School，I observed a distinguished teaching method called “free-flow”.About sixty students were allocated in a big classroom.There are six teachers teaching different subjects such as Arts，Science and Math.Different subjects constituted different study groups.What attracted me is that they share the same room and students have the freedom to choose the subject they intend to learn.If they were bored，they change to other subjects freely.During the study，students seated together and learned cooperatively by doing class discussion or group work.It not only stimulates students’ learning enthusiasm，but also enhances their interpersonal relationship with others.To prove my thought，I found some feedback on school website from visitors who spent a whole day observing classrooms and talking to pupils.Pupils are completely confident，welcoming and open; the sense of collaboration in the classes was amazing; the teaching addresses the individual needs of every student; the learning atmosphere is positive and constructive （Bray，C.，Johnstone，M.，Clarke，S.& Faulkner，R.2014）.Teachers and students are energetic and have a strong preference of learning with others.
In Holte Secondary School，I observed a Performance Class.There were only ten students but the classroom was large.Teachers always separated students into two or three or ask the whole class to perform a scene.For example，teacher made two students a group and asked them to act as father and a child who just failed course.When students were performing，the teacher will observe them and later pick up a representative group to perform in front of other students.After the performance，teacher will let other students assess that group and give some advice.In the cooperative learning process，they learn strengths from other groups and avoid same mistakes.In the interview with teacher and students after class，teacher said that students work in small group could promote their skills to perform and interact with others.Students also said they could gain lots of fun from learning cooperatively. I also observed another cooperative learning class in Queen Alexandra College.In the college，I was allocated in a class teaching how to write a Curriculum Vitae.The teacher told students what is CV and what is it used for in the first ten minutes.Then，an interesting short video about how to write CV was played.After students having a basic understanding of CV，teacher separated them into two groups： one group searching excellent CVs while the other group searching poor CVs in the computer.Twenties minutes later，each group had to choose a student to summarise what they have found and share their opinions on these findings.In class，the atmosphere was easy and relaxing.Students were conscious about their duty and engaged actively in the group learning.The teacher said that cooperative learning is not very efficient previous but later she put some fun in the group work like searching in the Internet which led to better results.Therefore，cooperative learning should be designed in a way that can attract students’ attention and make them enjoy the process.
3 Action Plan
For the oral English class I am teaching，I plan to try cooperative learning.During the teaching process，there are three main methods I should learn from the schools I observed.From Prince Albert Primary School，I know that I should give students full freedom to choose the topics they like in my oral English class.From Holte Secondary School，I understand the importance of personal or group presentation and peer feedback.I can let students give presentation in front of the class and ask other students to give sincere feedback so that everyone can improve.From Queen Alexandra College，I realize I can use empowerment and give up teacher-led position.For each class，I can give some baisc information about a issue and empower students to solve it by themselves so that they can have a thorough command and behave more actively.
4 Conclusion
In the United Kingdom，cooperative learning is a kind of teaching culture in the classroom.Most classrooms are designed to facilitate group work，such as inspiring pictures on the wall，movable desks and chairs，enough space and so on.Teachers and students are well trained to productive cooperative learning.However，the research strategies I used have some limitations.I only observed three schools and one college which cannot represent the situation of the majority of Britain education.Thus，in order to make my opinion much more convincing，more schools should be observed in the future.
References
[1]Bray，C.，Johnstone，M.，Clarke，S.& Faulkner.Leaders from Stoke Visit PA.Available from： http：//www.princealbert.bham.sch.uk/index.php/home/latest-news/566-leaders-from-stoke-visit-pa [Accessed 2014-12-17]
[2]Vijayaratnan，P.Developing higher order thinking skills and team commit via group problem solving： a bridge to the real word [J].Social and Behavioral Science 66，2012：53-63.
[3]Zhou，H.Enhancing Non-English Majors’ EFL Motivation through Cooperative Learning [J].Procedia Environmental Sciences 12，2012：1317-1323.
作者簡介
郏郁文（1992.06—），女，汉，河南郑州人，河南水利与环境职业学院，助教/硕士，研究方向：英语教育。