Cl spain conference


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Cl spain conference

  1. 1. RESIDUAL EFFECTS OF COOPERATIVE LEARNING<br />Ashley Casey<br />University of Bedfordshire<br />
  2. 2. About me<br />
  3. 3. Father and Husband<br />
  4. 4. Teacher<br />ellenmac11’s Flickr photostream<br />
  5. 5. Teacher<br />Teacher Educator<br />
  6. 6. Ph.D<br />
  7. 7. Author<br />Author<br />Geri-Jean’s Flickr photostream<br />
  8. 8. BLOGGER<br />
  9. 9. Tweeter<br />
  10. 10. CL<br />
  11. 11. One-off studies are common while longitudinal studies are rare<br />One-off <br />studies arecommon<br />
  12. 12. “More than 1,200 research <br /> studies have been conducted in the <br /> past two decades <br /> on cooperative, competitive, and individualistic efforts.<br />- Johnston and Johnston, 2009<br />”<br />Mr. Greenjean’s Flickr photostream<br />
  13. 13. “does it work?” <br />
  14. 14. Yes!<br />
  15. 15. But are we repeatedly answering the <br />Same questions?<br />Lisa-Mari’s Flickr photostream<br />
  16. 16. We know it works once <br />but does it work twice?<br />Miki**’s Flickr photostream<br />
  17. 17. rare<br />longitudinal studies are <br />Marcomagrini’s Flickr photostream<br />
  18. 18. Boys , Girls and mixed gender<br />Little that explores the <br />residual effects of cooperative learning<br />Rotholandus’s Flickr photostream<br />
  19. 19. One<br />longitudinal study<br />
  20. 20. CL in PE<br />
  21. 21. What found?<br />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.<br />- Barrett (2005)<br />
  22. 22. number<br />Increasing<br />of studies<br />fotografikaphantastika’s Flickr photostream<br />
  23. 23. HarlaxAce’s Flickr photostream<br />40 articles <br />in the last decade<br />
  24. 24. End of the ‘Beginning Literature’<br />Mrs. Jolanda’s Flickr photostream<br />
  25. 25. The Study<br />
  26. 26. Focused on pupil understanding of athletics, not simply their levels of performance. <br />
  27. 27. dgray_xplane’sFlickr photostream<br />How did I teach differently?<br />Lots of work before and after lessons<br />Enduring teams<br />Sought answers rather than giving them<br />Student-Learning Teams<br />Mediated<br />Responded to student needs<br />Increased teacher movement<br />Inclusive, selective and targeted use of voice<br />Facilitated not directed learning<br />
  28. 28. Lady-bug's Flickr photostream<br />Unit of Work<br />
  29. 29. Results<br />
  30. 30. Participant Learning<br />Student-centred<br />Progression & Motivation<br />Unfamiliar Obstacles<br />Changing Role<br />
  31. 31. Participant<br />Learning<br />
  32. 32. Participant<br />Learning<br />Learning was academic<br />andsocial<br />
  33. 33. Participant<br />Learning<br />Kevin said:<br />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.<br />
  34. 34. Participant<br />Learning<br />Remi believed that:<br />We’ve been pushing each other to do better… we played an important part in each other’s learning.<br />
  35. 35. Participant<br />Learning<br />I felt that:<br />Students learnt how to get the most out of a cooperative learning pedagogy<br />
  36. 36. Progression<br />&<br />Motivation<br />
  37. 37. Progression<br />& <br />Motivation<br />Alan Said<br />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.<br />
  38. 38. Progression<br />&<br />Motivation<br />Max thought<br />you’d think we’d forgot it but we haven’t.<br />
  39. 39. Progression<br />&<br />Motivation<br />Gary believed that:<br />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.<br />
  40. 40. Progression<br />&<br />Motivation<br />I said <br />Students felt better about themselves which had a positive effect on their involvement in the lessons.<br />
  41. 41. STUDENT-CENTRED<br />
  42. 42. STUDENT-CENTRED<br />‘Carlos’ wrote<br />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.<br />
  43. 43. STUDENT-CENTRED<br />Chris said<br />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.<br />
  44. 44. STUDENT-CENTRED<br />I belived that the students had<br />Transferred their learning skills, in terms of vocabulary and understanding of how to act and react in a student-centredpedagogy<br />
  45. 45. UNFAMILIAR <br />OBSTACLES<br />
  46. 46. UNFAMILIAR <br />OBSTACLES<br />My familiarity with CL<br />Helped me to overcome my <br />unfamiliarity with my changing role and become a positive, interdependent and social learner<br />
  47. 47. UNFAMILIAR <br />OBSTACLES<br />I believed thatI put myself, and my pedagogy, in serious risk of failure.<br />
  48. 48. UNFAMILIAR <br />OBSTACLES<br />Change did not occur easily<br />
  49. 49. UNFAMILIAR <br />OBSTACLES<br />My aspirations as a teacher <br />didn’t match the reality I witnessed in my classrooms.<br />
  50. 50. CHANGING ROLES<br />
  51. 51. CHANGING ROLES<br />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.<br />
  52. 52. CHANGING ROLES<br />David said (about me)<br />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.<br />
  53. 53. CHANGING ROLES<br />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.<br />
  54. 54. CONCLUSIONS<br />
  55. 55. CONCLUSIONS<br />Action research supported my use of cooperative learning.<br />
  56. 56. CONCLUSIONS<br />No longer the beginning teacher learning the basics of cooperative learning. <br />
  57. 57. CONCLUSIONS<br />Positively interdependent participants with shared goal<br />
  58. 58. CONCLUSIONS<br />Engaged in face-to-face interaction, group processing, individual accountability and shared a group goal in our twin roles student/teacher and practitioner/researcher.<br />
  59. 59. Thank You<br />Ashley Casey<br />University of Bedfordshire<br />
  60. 60. Any Questions?<br />Ashley Casey<br />University of Bedfordshire<br />
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