Learning Through Cooperation in the Activities of 1st-Grade Pupils (7 Years Old) Using the Lesson Study Methodology: The Case of One Lithuanian School

Abstract

The aim of the study is to describe the behavior of 1st-grade pupils (7 years old) when they work together in small groups of 3, based on data from teacher observation protocols. This article aims to reveal the characteristics of cooperative learning among 1st-grade primary school pupils. Teachers in 1st grade often avoid doing this, arguing that pupils are too young and unable to work and learn together with others. In order to reveal the deeper aspects of cooperative learning, a Lesson study methodology was chosen, and elements of cooperative learning were developed in three different 1st-grade mathematics classes at the same school, teaching the same content. The participants were all first-grade pupils in the school (82 pupils in 1st grade in total) and their 3 teachers. The research data was collected by teachers filling out protocols for observing pupils’ cooperation. The empirical part presents a qualitative content analysis of the observation sheets filled in by the teachers, revealing the experiences of cooperative learning in all three episodes of the Lesson study. The results show that 7-year-olds were able to work smoothly in cooperative groups of three because they were able to get along and help each other.

1. Introduction

1st-grade teachers often avoid organizing education in collaborative groups, claiming that students are too young and unable to work and learn together with others (Alansari & Rubie-Davies, 2021). In order for teachers to be able to organize cooperative learning practices for their pupils, they themselves should be able to work together with other teachers, share experiences, and learn from each other. Contemporary educational practice recommends the mobilisation of the whole school community to create an open, safe and conducive micro-climate for learning (Alexander, 2020; Håland et al., 2021; Wagner et al., 2020). Such a microclimate is essential for both teachers and pupils if positive changes in the educational process are to be achieved. In an environment conducive to learning, the educational process is based on the concept of the dialogic space, where teachers and pupils converse in pairs or small groups (Alexander, 2020; Håland et al., 2021; Monteiro et al., 2021; Wagner et al., 2020). In our study, we selected a school where teachers have been using cooperative learning methods for 3 years, creating part of their lesson plans together based on lesson studies. In this article, we present examples of cooperation among 1st-grade primary school pupils during a mathematics lesson. OECD (2016, 2020, 2021) proposes a strategy for improving student achievement, structured around the following elements: fostering a school climate conducive to student learning; attracting, supporting and sustaining competent teachers (motivation); promoting teacher learning at school (fostering a culture of cooperation); fostering effective teaching strategies; and building links between schools, families and communities. It is important that teachers are adequately prepared to work in both supportive and challenging environments (Rusconi-Kyburz, 2021). New teachers need to be supported so that they do not feel alone in the face of challenges and encouragement (Rusconi-Kyburz, 2021). The focus should be on educational practice, with advice shared by experienced teachers (Jacq & Ria, 2019). In addition, educational practice should be student-centred, with the development of a support system, the practice of small-group tutoring and the promotion of student learning (Rusconi-Kyburz, 2021), when pupils are given the opportunity to do activities (Fernagu-Oudet, 2018).

The culture of cooperation among teachers is also emphasised in the documents regulating the content of Lithuanian education (Lithuanian General Programmes for Primary Education, 2022; Order of the Minister of Education, Science and Sport of the Republic of Lithuania, 2023). These documents, which regulate the procedures for assessing pupils’ learning achievements and using the results of assessments, cover the following aspects of teacher cooperation: agreeing on common principles for providing feedback in the school, so as to follow a unified systematic approach reflected in the school’s assessment procedures; developing and maintaining a learning-centred assessment culture; addressing the assessment of pupils’ learning outcomes in a collegial manner; reflecting on teaching, assessment of pupils’ learning achievements and the added value of assessment of learning outcomes and learning outcomes for each individual pupil; and developing instruments for assessing pupils’ learning achievements and learning outcomes (Order of the Minister of Education, Science and Sport of the Republic of Lithuania, 2023). It can be argued that the above aspects also include elements of cooperation between teachers in the workplace, as it is important that all pupils in the school are made aware of the agreements and that the educational process in all grades is conducted in accordance with the school’s agreements. The methodology of applying lesson studies helps to develop a culture of agreements at school, as teachers of parallel classes work together to create a common lesson plan, improve it, an dmonitor and analyze the learning activities of children in parallel classes. This was also the case in our study.

Organizing education in a way that encourages 1st-grade pupils to learn to cooperate is important in modern education, because it is necessary to start teaching pupils the culture of communication and the ability to hear and listen to others from an early age. An important skill for pupils is the ability to behave appropriately when working in a team and performing their role in a joint task. There is a lack of research investigating pupil behaviour when learning to cooperate (Veldman et al., 2020). Furthermore, although teachers are theoretically acquainted with the methodology of cooperative learning, they feel apprehensive and insecure about how to implement it correctly in practice (Hortigüela-Alcalá et al., 2020). Our research enriches the field of educational didactics by providing tools that can help teachers observe pupils’ cooperative learning practices. In addition, we present a research-based idea of how cooperative learning pedagogy can be developed and supported by teachers working together in parallel classes.

Research problem. There is limited knowledge about how cooperative learning unfolds among very young learners, especially in the 1st grade of primary school. In educational practice, due to the implementation of inclusive education (where children with very different abilities study in the same class), the practice of cooperative learning, where children are taught not only to learn themselves but also to help others, is particularly relevant.

2. Lesson Study Methodology

We select the aspect of teacher development and provide illustrations of the educational process, such as examples of activities, work results, their analysis. We will introduce the Lesson study method, and we will explain how teachers work together to prepare plans and improve them by selecting assignments and adjusting students’ self-assessment sheets. It is important to emphasise that a teacher’s work involves not only a good subject and pedagogical knowledge of the educational process, but also a cultural competence based on relational sensitivity, communication skills, and a combination of rigour and imagination to persuade, encourage, and manage learners (Ball & Forzani, 2009). The Lesson study research was conducted in the context of consulting teachers in activity planning (Bjuland & Mosvold, 2015; Fujii, 2014), what they propose, how and why they propose adjustments in Cycle 1 and Cycle 2 of the activity study, how the content elements change, why they change, whether and why new ideas are included in the lesson content planning. The Lesson study allows teachers not only to plan and observe the educational process, but also to analyse it through discussion, sharing of experiences and insights. Such activities provide opportunities for deep reflection and learning from each other (Bjuland & Mosvold, 2015; Fujii, 2014). Working together, teachers can pay more attention to students’ learning, noticing what makes the learning process run smoothly and what elements of the curriculum may be getting in the way.

A Lesson study involves a group of teachers who want to improve their students’ learning, from groups of high and low achievers to aspects of the curriculum that the teachers, after studying the activity, decide they could teach more effectively (Dudley, 2013). Teachers work together to plan a detailed Lesson study lesson, with one member of the group leading the lesson and the others closely observing the students’ learning and writing observations on copies of the plan. After the activity, the teachers compare what they have observed about students’ learning with their predictions, refine their ideas and plan a follow-up activity for the next class. After about three cycles of Lesson study, the group of teachers reflects on what they have learned that can help them and others to improve their educational practice. Teachers share this experience with their colleagues, either through presentations of their practice or by inviting them to observe the new approach in an open lesson (Dudley, 2013; Fujii, 2014). In our study, the Lesson study cycle consisted of three phases, with teachers observing three students of different abilities and recording their learning process. The whole Lesson study cycle is illustrated in Figure 1:

The lesson study methodology consists of 3 cycles (see Figure 1):

Cycle I. Lesson plan development. Teachers develop a lesson plan together. One teacher conducts the jointly planned lesson, while the other two teachers, who participated in the lesson planning, observe the educational process.

Cycle II. Improving the lesson plan. Teachers discuss the observed lesson. The content and quantity of tasks/activities and the usefulness of the chosen strategy or method are reviewed. The lesson is taught in another (parallel) class according to the improved content. The other two teachers, colleagues who planned the lesson together, observe the educational process.

Cycle III. The lesson plan is improved again. Teachers discuss how to adjust the tasks and activities. The other two teachers, colleagues who planned the lesson together, observe the educational process.

The lessons are observed by teachers, and significant information is recorded about pupils’ engagement, cooperation, positive interdependence, teacher support for pupils in the lesson, etc. The information gathered is discussed, analysed, and aspects that have been successful and need to be improved are identified. In this way, a lesson with the same content is taught in three parallel classrooms, and in each cycle it is refined in the light of certain observations in the educational process and insights from teachers and researchers.

The Lesson study methodology allows teachers to delve into problematic areas of the educational process without experiencing stress, because all teachers involved in the process plan the educational content together and are therefore well aware of the context. During implementation, they can confidently observe not the role of the teacher, but the behavior and reactions of the students, and draw conclusions about the quality of the content based on this. By developing a culture of sharing good educational experiences, the lesson study methodology brings school teachers together to achieve a common goal.

2.1. Teacher Cooperation as a Prerequisite for the Implementation of the Lesson Study Methodology

When teachers plan educational content by working together and cooperating, they naturally adhere to the principles of the learning organization (Vangrieken et al., 2017). By planning and implementing lessons together, teachers not only cooperate but also improve and gain individual benefits (Saury, 2008; Paternotte, 2017; Richit et al., 2021). Teacher cooperation encourages improvement in the educational process and changes in educational practice, because when teachers discuss things, they are not afraid to experiment, try new teaching methods, make mistakes and correct them, reflect on their experience and take on commitments (Richit et al., 2021). Furthermore, a culture of teacher learning through cooperation is more pronounced and positively accepted if it is encouraged by school management (Erbilgin & Robinson, 2025). Working as a team, teachers not only share experiences, but also learn from each other, they can ask for help in solving a problem, in selecting content, in discussing and reflecting on the educational process and the criteria for assessing the result, and in their expression in the educational process (Connac, 2020, 2021, 2022; Connac & Rusu, 2021). This way of working brings teachers closer together, makes them more benevolent towards each other, where the strengths of some help to resolve the difficulties of others, so that the team becomes a structure for mutual development and support (Connac & Irigoyen, 2023; Connac & Rusu, 2021).

Important conditions for teacher learning include safety, agreements, and a sense of belonging to an organization (Budex, 2020; Cifali, 2022; Go, 2013). When working collaboratively, a number of values are touched upon: respect, self-help, commitment, openness to others, the right to be different, solidarity, trust, sharing, kindness, autonomy, fairness and empathetic listening (Connac & Irigoyen, 2023; Rouiller & Howden, 2010; Rouiller & Lerhaus, 2003). This is done when positive interdependencies, shared leadership, individual responsibility, are combined with group responsibilities, values and practices (Abrami et al., 1995; Slavin, 2014; Johnson & Johnson, 2015). By working together, educators discover for themselves the value of cooperative work, engage and take responsibility for their own and others’ learning in a cooperative environment, thus further understanding the value and promotion of cooperation in pupils’ activities (Akkari & Radhouane, 2020; Connac, 2020, 2021, 2022; Connac & Irigoyen, 2023). During the study, teachers cooperated in developing the content of mathematics lessons, which included cooperative learning activities for pupils in the study group (in groups of 3).

2.2. Methods of Data Collection and Analysis

The study adopted a qualitative case study (Yin, 1981) research approach, emphasising the concept of mutual recognition (Honneth, 2004, 2013; Ricœur, 2005), as teachers observed and analysed each other’s activities, recognising each as an equal collegial partner (Brun & Dugas, 2002, 2005). Data were collected through observation protocols based on aspects of conceptualised activity theory (Vergnaud, 1996; Vinatier, 2012), including cooperative learning experiences (Connac & Irigoyen, 2023; Johnson & Johnson, 2015), and by analysing the elements of educational didactics (Vergnaud, 1985, 1989; Numa Bocage, 2020) (see

Table 1. Example of a Cooperative Learning Observation Management Self-Check Sheet (according to the DICO+ project).

	Teacher	Pupils	Cooperative Learning Cycle Activity Evaluation (to Be Completed by the Teacher)
Positive interdependence	Ensures that pupils cannot complete the task independently of each other	Must work together to achieve learning objectives
Individual responsibility	Evaluates each point raised personally. Ensures that the task is not split into separate parts	Everyone participates in different parts of the activity. The participation, frequency, duration, intensity and relevance of each pupil may vary
Direct and simultaneous indirect interactions	Organises the space (chairs, tables). Determines the size, composition and role of each group of pupils	Interactions/interaction. Exchange of information and views in several groups at the same time
Cooperation competences	Explains what competences will be developed and how they relate. Explains the task. Provides the necessary support, tools. Provides opportunities to test the activity. Assesses the competences involved. Defines learning objectives/targets and social inclusion objectives	Develop cooperation skills. Integrate learning and social skills at the same time
Evaluation of group performance in cooperative learning	Teacher led or not	Performance is assessed in two ways: learning objectives, social skills
Elements of the cooperative learning framework (covered in full or in part)	No need to explain to students the reasons for choosing a particular activity structure (the teacher must explain only during the activity (reflecting on the experience))	Developing group work with a common goal, a common classroom culture, knowledge and thinking, communication and cooperation skills, and the sharing of knowledge and skills

).

Since the lesson content was developed by three teachers, one of them led the lesson while the other two observed and filled out observation reports based on Table 1. Each observing teacher filled in the column Cooperative Learning Cycle Activity Evaluation (to be completed by the teacher) in the table, noting the activities of three different children in the class. In addition, after the lesson about their activities, the teacher who led the lesson filled out the same protocol. Therefore, three observers are indicated in each cycle.

2.3. Research Questions

How well do pupils in first grade (age 7) work together in small groups (3 people)?

Under what conditions do first-graders demonstrate positive interdependence and interaction, individual responsibility and cooperation, group performance evaluation?

What aspects of student activity did teachers who planned the same lesson together according to the lesson study methodology notice? What did teachers adjust in the educational process when planning activities from cycle 1 to cycle 3?

Timeframe of the study: a full cycle of organised activities in the first grade (based on the Lesson study) from 11 April 2022 to 5 May 2022.

The context of the school where the study took place. The Lesson study method was applied in all 12 classes of the Vilnius City Primary School, grades 1–4. A total of three Lesson study activities were delivered in four hubs. In this paper, due to the limited scope of the work, we will only present an analysis of the activities observed in Class 1, according to all the stages of the Lesson study, i.e., the delivery of the lessons in all three classes of pupils in Class 1. Please note that there is a high turnover of teachers in Lithuania, so the school community is already well versed in applying the cooperative learning methodology, and all new teachers receive additional training in this methodology every year.

A series of lessons was organised to develop pupils’ cooperation skills by applying the Lesson study method in the educational process. The practical application of the Lesson study method, which was launched as part of the Erasmus project DICO+ from 2019, is being consistently continued in the school. Teachers in grades 1–4 have been conducting open lessons, applying cooperative learning methods in the educational process. A total of 12 open lessons were conducted. The lessons were peer-monitored by 14 general and special education teachers. Reflective lesson notes were prepared. Classroom concentrations after each lesson were followed by a discussion to improve the lesson plan. Following these discussions, the lesson plan was adjusted by common agreement and the lesson was taught in a different classroom in the same concentration. The authors and researchers of the article worked together with a team of school teachers to develop cooperative learning practices using the lesson study methodology in 2019–2022. The article presents the cooperative experience of first-grade teachers, where the school community has already made progress in organizing lessons according to the lesson study methodology.

The observation-management-self-monitoring sheets were used to record the teacher’s and pupils’ performance according to the following observational features: positive interdependence, individual responsibility, direct and simultaneous indirect interaction, cooperative competence, assessment of group performance in cooperative learning, elements of the cooperative learning structure (fully or partially covered) (Connac & Irigoyen, 2023; Johnson & Johnson, 2015).

Mathematics lessons planned jointly according to three 1st-grade teacher’s contexts. The teachers consulted each other and jointly developed a mathematics lesson plan, which was implemented in all three parallel 1st-grade classes. During the first cycle, the teachers indicated that it was difficult for them to decide and they discussed at length how many children should be in each group, which subject to choose (mathematics was chosen), how many tasks should be included in the lesson, and how difficult the tasks should be. The context for the math lesson was chosen to be the construction of a castle, and the materials for building the castle, i.e., bricks, were given to the students when they worked together to solve the task correctly. A specific amount of time was allocated for group tasks, which the students measured on sand timers on their desks. Each pupil in the group had their own responsibilities, for example, one student had certain task data, another student had another necessary part of the conditions, and a third student had the question of what and how to calculate and keep track of time. Only by combining all the available information was it possible to obtain the answer. At the same time, the teachers observed not only how the students solved the problems, but also how they cooperated.

During the lesson, the pupils had different roles: one child was responsible for checking the answers to the tasks, another provided assistance to the group members, and a third was responsible for gluing the details of the castle together to build a castle for the whole class. After the first cycle, before the second lesson, the lesson materials were supplemented with a sheet of correct answers to the tasks, which was given to the student who checked the tasks. A base was also made for building the castle so that each brick could be glued better and more securely. In addition, the lesson was supplemented with an activity to prepare the group to present their work—how they managed to solve the tasks and build the castle.

Participants in the study. The participants were all pupils in the first grade of the school and their teachers (see

Table 2. Teachers who have worked as a team to organise Lesson study lessons in Grade 1.

Date of Lesson	Grade, Number of Pupils	Years of Experience of a Teacher Using Cooperative Learning Methodologies	Qualification Category of Teacher
Cycle I, 14 April 2022	Grade 1, 28 pupils (7 years)	4 years	Senior teacher, 1 observer
Cycle II, 26 April 2022	Grade 1, 26 pupils (7 years), 2 of whom have special needs	4 years	Senior teacher, 2 observers
Cycle III, 3 May 2022	Grade 1, 28 pupils (7 years), 1 of whom has special needs	4 years	Teacher-methodologist, 3 observers

):

The teachers observing the lesson chose different groups of three students and observed their activities. One observer closely observed 3 different pupils. There were 3 observers for each lesson: two teachers of parallel classes and the teacher who was leading the lesson. All of them planned the content of the lesson to be observed.

Method of data analysis. Thematic content analysis (according to Paillé & Mucchielli, 2003; Lafontaine et al., 2016) was applied to the discussion and analysis of the observation protocols, highlighting and clustering cooperative learning experiences according to the following dimensions:

-

Positive interdependence and interaction;

-

Individual responsibility and cooperation;

-

Group performance evaluation.

Based on these three aspects, the analysis of empirical data is described, revealing the behavior of the observed students and the context of the lesson content.

Ethics of the study. All the respondents voluntarily participated in the investigation and were informed about the substance of the investigation and adherence to the ethical principles of the investigation. Each teacher in the study completed the observation protocol voluntarily. Respondents were informed that the confidentiality and anonymity of the information provider would be ensured. The Didactics Research Cluster Group approved the course of the study in accordance with the procedures of delete for peer review at its meeting in January 2022. This study was conducted in Lithuania. The data are presented after translating the responses of the participants into English.

3. Analysis of the Empirical Study Data

3.1. Teachers Noticed Positive Interdependence and Interaction Among Pupils in Class

We will present the data from the empirical study of cooperation in Year 1 by describing the expression of cooperative learning in terms of the following dimensions: positive interdependence and interaction, individual responsibility and cooperation, and group performance evaluation. The positive experiences of interdependence and interactions between pupils are presented in

Table 3. Positive experiences of interdependence and interaction between pupils in cooperative learning in Grade 1.

Lesson Cycle by Lesson Study	Examples of Pupils’ Experiences of Positive Interdependence and Interactions in Appropriate Expression	Attribute not Expressed or Partially Expressed
Cycle I	The girl realises that she is very connected to the other members of the group. She is very active and encourages her friends. Knows how to work together, has strong social competence (observer 1, girl 1) The girl tries very hard to make sure that all the tools are put away neatly. Encourages her friend sitting next to her. She is responsible not only for herself but also for the activities of the friend sitting next to her, as the team is made up of pupils with different levels of achievement (observers 1 and 2, girl 2) Encourages other members of the group to participate in common activities. Reminds group members what to do. Expresses their opinions. Takes the initiative (observer 2, girl 3) Quickly completed his/her tasks, was interested in the result, watched to see if all group members had counted the steps. Read the tasks clearly, watched to make sure they were done correctly by group mates (observer 3, girl 2)	The girl is shy. Listens carefully to the instructions of her group mates (observer 1, girl 3) Engagement in shared activities is short-lived, quickly distracted. Does not discuss with group members, does not express her opinion (observer 2, boy 1) Worked mainly individually, checked tasks given by others but did not offer to help or check herself (observer 3, girl 1) Worked mainly individually, made sure that everyone completed the tasks on time (observer 3, girl 3)
	Researchers’ comment: Some children demonstrate a high level of cooperative learning culture, while others lack social skills.
Cycle II	The group consists of children of different abilities. Good relationships are observed among all group members. The girl interacts with everyone, discussing how to do the tasks better. The girl’s creativity and some mathematical abilities are evident. Quickly completes tasks and consults with others. (observer 1, girl 1) The boy realises that he is very connected to the other members of the group because he always tries to consult. Always makes sure that everyone finishes their work and encourages those who are lagging behind. (observers 1 and 3, boy 2) Engages in a conversation with the teacher. Raises her hand and tries to quietly express her opinion about the castle on display. The assistant encourages him and praises him for his efforts. He keeps looking at the hourglass, holds it up. (observer 1, boy 3) After completing his tasks, he is interested in the result, and sees if all the group members have counted the steps (observer 2, boy 3)	She worked mainly individually, checking tasks given by others, but did not offer to help or check herself (observer 2, girl 1) Pupil was episodically engaged in the activity, not always focused, often off topic (observer 3, girl 1)
	Researchers’ comment: Although the pupils are only 7 years old, they demonstrate a high level of communication skills, as they are able to listen to each other and give advice. The child with special educational needs in this group has a positive attitude and is well understood.
Cycle III	At first, he watched the reactions of others and then got involved. Exchanged information very willingly (observer 1, boy 2) Actively engaged in the shared activity. Exchanged information intensively and cordially (observer 1, boy 3) Concentrates, completes tasks more independently, observes the work of other groups, works consistently within his/her own group (observers 2 and 3, girls 2 and 3) Encourages other group members to participate in joint activities. Reminds group members what to do. Speaks up, takes the initiative (observer 3, boy 1)	She watched others more than she worked. Episodically exchanged information, was more willing to help (observer 1, girl 1) Distracted, falls on another child, looks at another’s work, shows no initiative (observer 2, boy 1) Does not get involved in group activities. Prefers to work individually, engages in activities he likes. When reminded by other group members, completes his/her task. Does not discuss with group members (observer 3, girl 3)
	Researchers’ comment: Some children demonstrate a high level of cooperative learning culture, while others lack social skills.

.

Analysing the data in Table 3, we can see that the majority of the pupils observed in the study were able to express positive interdependence and interaction in a cooperative way. The examples of experiences collected during the study show that children as young as first grade (7 years old) are able to take responsibility not only for their own performance but also for the group’s performance and to achieve agreed goals. This was particularly noticeable during cycle 2, when children discussed how to complete the task, encouraged each other, and helped one another. It is observed that those children who were responsible for helping other pupils did so, taking care of others, paying attention, explaining, guiding or asking their peers. It is important to note that children of this age are already able to negotiate with group members, discuss and share information. In addition, there were more well-expressed experiences of positive interdependence than unexpressed ones. There were also cases where the child had difficulty maintaining attention, was more observant of others or did not participate in group activities, but these were fewer in each class than the appropriate expression of positive interdependence.

3.2. Teachers Noticed Individual Responsibility and Cooperation Among Pupils in Class

The experiences of individual responsibility and cooperative learning among pupils in Year 1 are shown in

Table 4. Experiences of individual responsibility and cooperation in cooperative learning in Grade 1.

Lesson Cycle by Lesson Study	Examples of Experiences of Pupils Expressing Individual Responsibility and Cooperation in an Appropriate Way	Attribute Partially Expressed or not Expressed
Cycle I	Takes the initiative to divide the responsibilities of group mates. She volunteers to be a reader and a checker. She offers the role of constructor and role of response verifier to one friend and time-keeper to another. Cooperates actively in the group. Responsible and effective performance is observed in achieving all tasks. Does not overshadow the others with her initiative, always talks to the girls and asks for their opinion (observer 1, girl 1) It is clear that this member of the group feels the responsibility of having to work with others on tasks. She listens carefully to the task, makes her own observations and consults the others. This girl does not get lost in situations. Takes initiative (observers 1, 2 and 3, girl 2) This girl tries to contribute to the task. She tries to solve the steps and find the right blocks. At the same time she keeps a close eye on the time. Announces that the allotted time is up (observer 1, 2 and 3, girl 3)	Performed the individual task and his/her duty. After the teacher’s explanation, constructed a castle together with group mates. Communicates minimally with group mates, watches when others talk (observer 3, girl 1)
	Researchers’ comment: Even first-graders were able to feel responsible and not only fulfilled their roles in group work, but also helped their friends in the group.
Cycle II	Takes responsibility for the work of the group. Read the tasks aloud. Explains further to friends. Reminds the time-keeper to be attentive and to warn when the time for work is up. Grasps all tasks quickly and offers options for completion, giving advice to the friend sitting next to her. Good communication skills of the girl, which also facilitates cooperation with friends (observer 1, girl 1) The boy also feels important in his role. He checks the answers. He tries very hard, consults his friends (observer 1, boy 2) Actively participated in all tasks. Takes the initiative, invites all members of the group to discuss, makes suggestions (observer 2, boy 3) Took the initiative, cooperated actively during all activities (observer 3, girl 3)	A boy quietly watches his friends work. He tries to count by himself. He fails. The assistant provides a counting aid. He partially completes the task, tries to find the right blocks. The girls advise him on which blocks to put together. The boy does not seem to need a group. He mostly observes. He does not initiate interaction with the group (observer 1, boy 3) He did his individual task and his duty, but did not build the castle. Has minimal contact with his group mates, observes when others are talking (observers 2 and 3, girl 1) Quickly solved the steps of the first task and handed it to the evaluator. After completing the actions, did not participate actively in the group activities any more, but did his own thing or watched others confer (observers 2 and 3, boy 2)
	Researchers’ comment: Although individual responsibility was evident in the activities of most pupils, some of them may be passive observers rather than actively cooperating.
Cycle III	He participated in the activities responsibly, with integrity, and worked all the time. Cooperation was smooth (observer 1, boy 2) Worked intensively, made the work relevant and important to the end. Worked in a focused and intensive way (observer 1, boy 3) Completes tasks with concentration, at a reasonable pace. Takes care that everyone completes the task on time, reads the task to all group members, and repeats it when asked. Explains intensively to his group member (boy) where his tasks are and how to find the blocks (observers 2 and 3, girl 2) Performs her task well. She tries to help the other group members. Cooperates with group members, expresses himself and listens to others (observer 3, boy 1)	Participation in activities was sporadic and low-intensity. Cooperation was slow (observer 1, girl 1) Counts at a similar pace to other group members, rocks on a chair, engages in activities when prompted (observer 2, boy 1) Tries to do his/her task but needs to be reminded. The activity gets boring quickly. Difficulties in cooperating with other students (observer 3, girl 3)
	Researchers’ comment: Pupils are able to complete tasks and provide targeted assistance to their classmates.

.

The observers’ experience of children (7 years) expressing individual responsibility and cooperation (see Table 4) was revealed by the use of words such as takes the initiative, volunteers, discusses within the group, cooperates actively, does not overshadow the others, takes responsibility, provides additional explanations, fulfils their role by checking the answers; makes sure that the whole group completes the task on time, tries to help the other members of the group, and listens to others’ opinions. These descriptions show that students have a deep experience of cooperative learning and can be responsible not only for their own contribution but also for the work of the group as a whole. In addition, these findings also show that the practice of cooperative learning can be implemented by children aged 7. In addition, we see that pupils fulfilled the criteria for individual responsibility and cooperation most fully during cycle 2.

There are cases where children were not able to cooperate properly and only partially took individual responsibility because they were only responsible for their individual task and did not participate actively in group activities, but only passively observed. We believe that these pupils also benefit from cooperative learning activities, as they learn and gain experience in how to negotiate, what to say and how to say it with their group mates by observing the behaviour of other group members. It is also important that in a cooperative group they can get help (as needed) from other group members. Reasons for failing to cooperate are also related to personal characteristics such as limited attention span, preoccupation with extraneous activities, lack of initiative.

3.3. Teachers Noticed of Pupils Group Work Assessment in Class

After the cooperative activities, the students evaluated their own work and that of the whole group, based on what they had done during the activity. Examples of pupils’ reflective experiences of the cooperative activities are shown in

Table 5. Grade 1 pupil’s cooperative group evaluation experiences.

Lesson Cycle by Lesson Study	Examples of Experiences from the Pupil Evaluation Group Activities	Attribute Partially Expressed or not Expressed
Cycle I	She suggested that the group’s activities be rated excellent (green). The girl knows what she did well and why she did well, she is able to communicate well with her group mates (observer 1, girl 1) She rated the activities as excellent, although it might be more difficult to explain what she did well and what she needs to do better. The success of the work is group-oriented, so the girl expresses her opinion confidently (observer 1, girl 2) Actively participated in all activities and coloured the whole target green. This means that the activities were performed excellently, without any complaints (observer 3, girl 2)	It was hard to make sense of it. Observed friends and evaluated similarly (observer 1, girl 3) Willingly completes the assigned task. Sometimes forgets her role. Takes an interest in the group activities but does not share his/her experience. Interested in activities not related to the task (observer 2, boy 1) Did not actively participate in all activities but coloured the whole target green. Suggested ideas when thinking of the name of the castle, when creating the presentation of the castle, but only observed the activities (observer 3, girl 1 and girl 3)
	Researchers’ comment: Some students are able to evaluate their own and their group’s work adequately, while others have not yet developed this ability because they do not have their own opinion on the matter.
Cycle II	A girl quickly comes to her senses. The success of the work is group-oriented, so the girl expresses her opinion boldly and cooperates actively with the group (observer 1, girl 1) She is able to evaluate her own work and the work of others according to the criteria given by the teacher. She is able to communicate with group members (observer 1, boy 2) Participated actively in all activities and coloured the whole target green. Actively participated in the creation of the castle presentation, presenting the castle of her group (observer 2, boy 3) Achieved the learning objective through cooperation, good social skills. Team leader. Able to bring classmates together for a common goal (observer 3, girl 3)	Observing how your friends evaluate your work. Tries to find a green pencil, but doesn’t have one. The assistant suggests looking for a green felt-tip pen. The boy is delighted when he finds it and marks his work with this colour. Lack of activity. Passive observation, does not participate in discussions but responds well to the interaction of the helping adult (observer 1, boy 3) Did not actively participate in all activities but coloured the whole target green. Not very active in creating the presentation of the castle, observed (observer 2, girl 1 and boy 2)
	Researchers’ comment: Most pupils assessed their activities adequately, based on the criteria.
Cycle III	Achieved the learning objective, very good social skills. Teamwork was good, good sharing of knowledge and skills (observer 1, boys 2 and 3) Understands the learning objectives and works towards them. Very social. Very concerned about the overall outcome. Goes to the other group members, helps, mobilises by saying “Which castle are we going to build?”, “We don’t have a brown one.”, “Let’s do it now, everyone.” Discusses with others the name of the castle, its purpose (observers 2 and 3, girl 2) Learning objectives are sufficiently clear; they understand that they are important for all group members. Understands that the overall result is important. Makes an effort, clarifies (observer 2, girl 3) Participates actively in all activities. Excellent social skills. Works hard to build a team. Takes initiative. Shares knowledge (observer 3, boy 1)	Achieved the learning goal (with help), social skills are average. Lack of initiative during group work (observer 1, girl 1) Learning objectives need to be reminded. Social skills are still developing. Little interest in the overall goal and outcome of the group, engages in extraneous activities (observer 2, boy 1) Completes the assigned task when prompted by group mates. Does not share his/her experience. Does not take an interest in group activities. Interested in activities not related to the task at hand (observer 3, girl 3)
	Researchers’ comment: Some students not only completed their tasks and activities responsibly, but also assessed themselves adequately. There were cases where a child found it difficult to engage in the activity, which made it difficult for them to assess their work adequately.

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The analysis of the data in Table 5 shows that the first graders are able to analyse and adequately evaluate not only their own work but also the work of the whole group, as some of the children not only suggested a good evaluation of the activity but also argued why they thought it should be done. The observers noted that the children’s good communication and social skills helped them to analyse and evaluate the group’s work, as some children not only helped their group mates in the activity, but also formulated guiding questions and stimulated their thinking, i.e., behaved in a way that the teacher usually does. This means that the children have already developed deep critical thinking skills and are not only able to solve problems but also encourage others to do so. It is also noteworthy that the children understand that teamwork is not only about their individual contribution but also about the overall result.

There were cases where children found it more difficult to evaluate group activities, and observers cited the reasons for this as emerging social skills, lack of initiative, passive observation rather than active involvement in the evaluation process. In addition, there were cases where pupils lacked adequate self-assessment because they did well in the assessment, even though they did not complete some of the activities. It is likely that they were not necessarily thinking about their own work when they were doing the assessment but rather observing what other group mates were doing. Again, such situations are natural in educational practice, as children are still in first grade, so they will learn from more frequent use of such activities, and at this stage it is the experience of learning and analysis that is important.

4. Discussion and Conclusions

When analysing the data, we found that this study shows that cooperative learning practices are useful from the first grade. A culture of cooperation among teachers is essential for such a process to run smoothly. The teachers who participated in the study, summarising their experience, noted in their observation protocols that in order to carry out the activities according to the methodology of the Lesson study, they had to agree on didactic elements such as the number of pupils in the group and the subject on which the content would be developed and to provide the means to be accessible to all the pupils of all the classes. In addition, the sequence of tasks and their complexity and quantity had to be considered. As the pupils were only 1st graders, small groups were chosen, i.e., groups of three children. As we have seen from the description of the data, the children were able to work well together in groups of three, because there were experiences of children being able to get along and help each other. Importantly, in such small groups, pupils with special educational needs also worked well. The results of our empirical study are close to the insights of other researchers on cooperative learning, who suggest that pupils make efforts to achieve better results when they are cooperative in terms of performance (higher achievement, motivation, reasoning and critical thinking), positive relationships (greater team spirit, positive relationships and appreciation of diversity), and mental health (self-affirmation, social development, integration, self-esteem and ability to cope with difficulties) (Connac & Irigoyen, 2023; Jakavonytė-Staškuvienė, 2021; Jakavonytė-Staškuvienė et al., 2021; Serrano & Pons, 2007; Gillies, 2014; Slavin, 2014). During our study, there were cases where the behavior of students did not show individual responsibility in taking a more active role in group activities, as the children were passive observers. This indicates one of the difficulties of cooperative learning in the age group of 1st-grade pupils. However, this practice is also important because by observing and learning from others, children simultaneously learn to develop these skills when other group members take on such responsibility. It is likely that with longer-term application of a culture of cooperative learning, the indicator of individual responsibility will become more pronounced.

When analysing the meaningfulness of the lesson study in the educational process, the teachers in our study noted that after the first lesson, in order to make it easier for the children to check their answers to the maths problems when working in teams, they prepared correct answer sheets that the children could use if necessary. This helped to develop the pupils’ critical thinking in a similar way to the work of other researchers (Hourigan & Leavy, 2023). In addition, the description of the task of presenting the castle was updated and several details of the presentation were clarified. We can see that the use of the Lesson study methodology contributes to a deeper quality of the educational process, as after the activity has been tested, it is clearer which details would help to achieve the desired objectives of the activity. In the process of implementing the Lesson study methodology, researchers (Dejene et al., 2018; Groves et al., 2016; Hourigan & Leavy, 2023; Kanellopoulou & Darra, 2019; Rekalidou et al., 2014; Roorda et al., 2024; Wessels, 2018) identified the following benefits: Didactic elements such as planning, the educational process, monitoring and feedback were improved in educational practice. These elements were also important in our study, as the teachers also mentioned that they had improved their skills in goal-oriented action planning, monitoring and reflection on the educational process. By sharing good practice and reflecting on their professional experience, teachers strive for personal excellence, which encourages them to continuously renew themselves and to find innovative ways and methods to improve pupils’ achievement.

The fact that the results of the study showed positive approaches to both cooperative learning and Lesson study activities is due to the teachers’ experience in this field (more than 4 years) and their positive attitudes towards such activities. Teachers’ positive attitudes as a factor in changing educational practice are also highlighted by other researchers (Uffen et al., 2022). In addition, the implementation of innovative methodologies in the educational process is positively influenced by the context of the school, e.g., the school management was committed to the use of cooperative learning in the Lesson study, giving teachers time to cooperate, and supporting any changes in timetable and (limited) lesson modifications and adaptations to the activity conditions (Jakavonytė-Staškuvienė, 2021; Jakavonytė-Staškuvienė et al., 2021). This was practised by the school for the whole period of the methodology, not just for one year. This practice meets the preconditions that are necessary to achieve the long-term application of an innovative methodology in an educational establishment (Akiba et al., 2019; De Vries et al., 2017; Roorda et al., 2024).

5. Study Limitations

The small number of teachers participating in the study limited the extent to which the data does not reflect the experiences of the wider community of educators in applying a collaborative learning approach based on the principles of Lesson study. However, the study is of particular relevance to educational didactics and pedagogical practice, as the situations described allow for the application of similar methodologies to educators in other countries. In addition, the experience of the participants in the study is also relevant for school leaders, who can use the data to implement their own Lesson study methodologies with the collaboration of school teachers and primary school pupils. And the instruments provided allow them to monitor the implementation of such a methodology in the educational establishment. We believe that the findings of the study will encourage educational communities in other countries to increase the use of approaches that encourage active participation of pupils, based on a dialogue-based educational culture.