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RESIDUAL EFFECTS OF COOPERATIVE LEARNING
Ashley CaseyUniversity of Bedfordshire
About me
Father and Husband
ellenmac11’s Flickr photostream
Teacher
TeacherTeacher Educator
Ph.D
AuthorAuthor
Geri-Jean’s Flickr photostream
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
”
Mr. Greenjean’s Flickr photostream
“doe
s it
wor
k?”
Yes!
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
rarelongitudinal studies are
Marcomagrini’s Flickr photostream
Boys , Girls and mixed genderLittle that explores the
residual effects of cooperative learning
Rotholandus’s Flickr photostream
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
fotografika phantastika’s Flickr photostream
40 articles in the last decade
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End of the
‘Beginning Literature’
Mrs. Jolanda’s Flickr photostream
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
Lady-bug's Flickr photostream
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