Implementing Key Competencies

8/14/2019 Implementing Key Competencies

1/16

Implementing KeyCompetencies throughCo-operative Learning

An action research project by LesleyJohnston, Alison Holden and Bridget

Russell 2009


2/16

Our Intended Outcome

Our outcome is to empower children (Year0-3) to understand and use key competencies.

Our expectation is that the knowledge gainedby introducing key competencies through co-operative learning will enable our children touphold our school vision.

Opening doors for children to beconfident, active, successful andinquiring learners who are followers ofJesus.

St Peter Chanel School Vision 2009


3/16

What is co-operative learning?

Co-operative learning is the instructionaluse of small groups so that students worktogether to maximise their own and eachothers learning. (Johnson, Johnson and

Holubec, 1994, p1:3)

Co-operative learning is a teachingprocedure that enhances both academic

and social skills. (Brown and Thompson,2000, p11)


4/16

The Elements

There are five elements that form the basis of co-operative learning.

PIGS Fly: P Positive interdependence I Individual accountability G Group reflection S Small group skills F Face to face interaction Johnson and Johnson (1994) say the combination of

these five elements make cooperative learning such apowerful tool for thinking and learning.


5/16

What we did

We focussed on three of the five keycompetencies that we felt were mostapplicable to co-operative learning in thejunior school. These were:

ThinkingRelating to OthersParticipating and

Contributing


6/16

Introducing Key Competencies

We introduced the keys to the children onecompetency at a time.

Our delivery plan-

We have five key competencies just like readingnumeracy and art.

We showed the children a key

We asked the children what they thought each keymight mean

We recorded their ideas on a t-chart Looks like,Sounds like.

We revisited and reflected...


7/16

Photos


8/16

Co-operative Learning

Structures UsedThink Pair Share Tuning In, WonderingsThink Pair Square - Tuning InDonut - Wonderings, Sorting OutStorm and Sort Finding out, Sorting OutTimed Talking - Reflection, Going FurtherThese co-operative learning structures

were the vehicles through which the keycompetencies were practised.


9/16


10/16

Our Childrens Feedback I like it when I have to shut my eyes cos I

can think better Izzac(via Think Pair Share, Thinking)

I get good ideas from my friends. Phoebe(viaThink, Pair Share, Relating to Others)

Its good when I can get a job liketimekeeper. Logan(via Storm and Sort, Participatingand Contributing)

I think its good to try hard and listen hard.It is important to listen. Holli(In co-operativework)


11/16

Our Childrens Feedback contd

I can be a writer for my group. Ashlee (viaStorm and Sort, Participating and Contributing)

I think its hard sometimes to keep talkingabout the same thing for 30 seconds. 30seconds is a long time.Caleb (via Timed Talking,Thinking)

I get to move around and talk to lots ofdifferent people Mya(via Donut, Participating andContributing)

In Room One when we all participate andcontribute our PC rocket moves towards the

treasure box.Joshua(Participating and Contributing) The hats help me to organise my thinkingNuala

(via using hats, Thinking)


12/16

What we found out

Through our observations we found: Many children were able to unpack and

comprehend the language of key competencies. The children are learning to retain and use the

language of key competencies through co-operative learning structures.

The children learn best through frequentlyrevisiting and reflecting on their new learning.They are beginning to independently give peerfeedback.

The children are now beginning to use the keycompetencies in a variety of contexts across thecurriculum.


13/16

Our Conclusion

We were surprised at how enthusiastic thechildren were when taking on board thelanguage of the key competencies.

As expected, co-operative learningstructures enabled the children todemonstrate the key competencies inaction.

This action research has allowed us toscaffold our children with the knowledgerequired to become life long learners.


14/16

Where to now

Introduce the remaining two keycompetencies; Managing self and Usinglanguage, symbols and text.

Teach the children additional co-operativelearning structures such as NumberedHeads Together and Group Roles.

Integrate this knowledge across thecurriculum, while encouraging children to

reflect on the impact the key competencieswill have on their learning.


15/16

Professional Development:2008-2009

Cooperative Learning: Key Strategies forthe New Curriculum. Mark Sweeney

Key Competencies in Every day Practice.Tony RyanCreating the Thinking Classroom. Eric

Frangenheim

Key Competencies and Inquiry. GrahamWatts


16/16

References

Brown D and Thomson C. (2000)Cooperative Learning in New ZealandSchools. New Zealand: Dunmore PressLimited

Johnson D.W, Johnson R.T and HolubecE.J. (1994) The Nuts and Bolts ofCooperative Learning. Edina, MN:Interaction Book Company

Documents

Implementing Key Competencies