RESIDUAL EFFECTS OF COOPERATIVE LEARNING Ashley Casey University of Bedfordshire
Father and Husband
Teacher ellenmac11’s Flickr photostream
Teacher Teacher Educator
Author Author Geri-Jean’s Flickr photostream
One-off studies are common while longitudinal studies are rare One-off studies arecommon
“More than 1,200 research studies have been conducted in the past two decades on cooperative, competitive, and individualistic efforts. - Johnston and Johnston, 2009 ” Mr. Greenjean’s Flickr photostream
“does it work?”
But are we repeatedly answering the Same questions? Lisa-Mari’s Flickr photostream
We know it works once but does it work twice? Miki**’s Flickr photostream
rare longitudinal studies are Marcomagrini’s Flickr photostream
Boys , Girls and mixed gender Little that explores the residual effects of cooperative learning Rotholandus’s Flickr photostream
One longitudinal study
CL in PE
What found? There is a beginning literature on CL in physical education that has shown that CL strategies can increase motor skills, improve social skills and influence teacher’s and students’ beliefs about psychomotor and social skill development. - Barrett (2005)
number Increasing of studies fotografikaphantastika’s Flickr photostream
HarlaxAce’s Flickr photostream 40 articles in the last decade
End of the ‘Beginning Literature’ Mrs. Jolanda’s Flickr photostream
Focused on pupil understanding of athletics, not simply their levels of performance.
dgray_xplane’sFlickr photostream How did I teach differently? Lots of work before and after lessons Enduring teams Sought answers rather than giving them Student-Learning Teams Mediated Responded to student needs Increased teacher movement Inclusive, selective and targeted use of voice Facilitated not directed learning
Lady-bug's Flickr photostream Unit of Work
Participant Learning Student-centred Progression & Motivation Unfamiliar Obstacles Changing Role
Participant Learning Learning was academic andsocial
Participant Learning Kevin said: Because I go to a different athletics club I use what we’ve learned in lessons in training so that I can build on what we did in school and put it into practice.
Participant Learning Remi believed that: We’ve been pushing each other to do better… we played an important part in each other’s learning.
Participant Learning I felt that: Students learnt how to get the most out of a cooperative learning pedagogy
Progression & Motivation
Progression & Motivation Alan Said I was pretty surprised that we hadn’t done the same things again, normally it happens all the time but we didn’t do it, which kinda helped a bit because it feels like you’re being treated like a baby when you go over the same thing about 50 times.
Progression & Motivation Max thought you’d think we’d forgot it but we haven’t.
Progression & Motivation Gary believed that: Instead of just thinking “oh I can’t be very good at that”, I don’t want to do that, I actually tried a bit and found I was good at certain things like distance.
Progression & Motivation I said Students felt better about themselves which had a positive effect on their involvement in the lessons.
STUDENT-CENTRED ‘Carlos’ wrote With this way of teaching, I think Ashley had built an appropriate learning environment and a positive climate for all kinds of students from low to higher abilities to explore.
STUDENT-CENTRED Chris said We worked in our own groups when there wasn’t a teacher there at some times, and that we sort of taught ourselves instead of them teaching us directly.
STUDENT-CENTRED I belived that the students had Transferred their learning skills, in terms of vocabulary and understanding of how to act and react in a student-centredpedagogy
UNFAMILIAR OBSTACLES My familiarity with CL Helped me to overcome my unfamiliarity with my changing role and become a positive, interdependent and social learner
UNFAMILIAR OBSTACLES I believed thatI put myself, and my pedagogy, in serious risk of failure.
UNFAMILIAR OBSTACLES Change did not occur easily
UNFAMILIAR OBSTACLES My aspirations as a teacher didn’t match the reality I witnessed in my classrooms.
CHANGING ROLES Stuart feltMr Casey just keeps a general eye on everything to make sure nobody’s messing about, or help everyone if they don’t know what they’re doing.
CHANGING ROLES David said (about me) He acted like a supervisor, like he went round all the groups if we were struggling, but he left us to do it on our own so if we got stuck we could ask for help.
CHANGING ROLES I firmly believed:The use of both action research and cooperative learning allowed me to mature beyond the basic process of ‘use’ and begin to establish my pedagogy as being motivational, progressional and student-centred.
CONCLUSIONS Action research supported my use of cooperative learning.
CONCLUSIONS No longer the beginning teacher learning the basics of cooperative learning.
CONCLUSIONS Positively interdependent participants with shared goal
CONCLUSIONS Engaged in face-to-face interaction, group processing, individual accountability and shared a group goal in our twin roles student/teacher and practitioner/researcher.
Thank You Ashley Casey University of Bedfordshire
Any Questions? Ashley Casey University of Bedfordshire