Approach 3: Non-structured approach.

*'The decisions the groups made about the materials they would use to tackle the cooperative challenge, helped bind the group together.'*

*'Discussing the roles each student in the group would take on helped promote interpersonal relationships within the group.'*

*'The students helped each other within the group and constructively resolved any conflicts they had.'*

## **Dimension 5: Group processing**

Approach 1: Structured approach.

*'It was a mistake for me not to do an individual reflection first, as it prevents group members from discussing their work and that of the group members, and so they do it in a generic way, without taking into account group processing or self-evaluation.'*

*'I had to intervene because everything was positive, everything worked well. And they needed to see the aspects they could improve.'*

## Approach 2: Semi-structured approach.

*'They defended their decisions to use some materials and not others very well.'*

*'One child said there should be less talking and more doing* ... *that too much time was spent arguing and so they wouldn't be able to complete the challenge.'*

*'At first, it was a little bit di*ffi*cult for them to reflect on the work they'd done and the results, as they felt it wasn't necessary to talk about what had happened and what needed to be improved.'*
