Cl spain conference

RESIDUAL EFFECTS OF COOPERATIVE LEARNING

Ashley CaseyUniversity of Bedfordshire

About me

Father and Husband

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Teacher

TeacherTeacher Educator

Ph.D

AuthorAuthor

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BLOGGER

Twee

ter

CL

One-off studies are common while longitudinal studies are rare

One-off

studies are common

“More than 1,200 research studies have been conducted in the

past two decades on cooperative, competitive, and individualistic efforts.

- Johnston and Johnston, 2009

”

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“doe

s it

wor

k?”

Yes!

But are we repeatedly answering the

Same questions?

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We know it works once

but does it work twice?

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rarelongitudinal studies are

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Boys , Girls and mixed genderLittle that explores the

residual effects of cooperative learning

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One

lo

ngitud

inal

stu

dy

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

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40 articles in the last decade

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End of the

‘Beginning Literature’

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The Study

Focused on pupil understanding of athletics, not simply their levels of performance.

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How did I teach differently?

Enduring teams Lots of work before and after lessons

Increase

d teacher

moveme

nt

Inclusive,

selective and

targeted use of

voice

Soug

ht a

nswer

s

rath

er th

an g

ivin

g

them Responded

to student needs

Facilitated not

directed

learning

Mediated

Student-Learning Teams

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Unit of Work

Jumping

How do I jump further?

Students develop key learning points

Throwing

Similarities between pushing,

pulling etc

Students develop key learning points

Running Fast

What is the pattern of my running over 6

seconds?

Students develop key learning points

Running Long

Using different stride lengths

Students develop key learning points

Results

Participant

LearningProgression

& Motivation

Student-

centred

Unfamiliar

Obstacles

Changing

Role

Participant Learning

Learning was academic and social

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

Participant Learning

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.

Progression& Motivation

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-centred pedagogy

STUDENT-CENTRED

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 that

I 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.

UNFAMILIAR OBSTACLES

CHANGING ROLES

Stuart felt

Mr 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.

CHANGING ROLES

CONCLUSIONS

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 CaseyUniversity of Bedfordshire

Any Questions?

Ashley CaseyUniversity of Bedfordshire