Implementing Key Competencies through Co-operative Learning An action research project by Lesley Johnston, Alison Holden and Bridget Russell 2009
Our Intended Outcome Our outcome is to empower children (Year
0-3) to understand and use key competencies.
Our expectation is that the knowledge gained
by introducing key competencies through cooperative learning will enable our children to uphold our school vision.
“Opening doors for children to be
confident, active, successful and inquiring learners who are followers of Jesus.”
St Peter Chanel School Vision 2009
What is co-operative learning? “Co-operative learning is the instructional
use of small groups so that students work together to maximise their own and each other’s learning.” (Johnson, Johnson and Holubec, 1994, p1:3)
“Co-operative learning is a teaching
procedure that enhances both academic and social skills.” (Brown and Thompson, 2000, p11)
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 a powerful tool for thinking and learning.
What we did… We focussed on three of the five key
competencies that we felt were most applicable to co-operative learning in the junior school. These were: Thinking Relating to Others Participating and Contributing
Introducing Key Competencies We introduced the keys to the children one
competency at a time.
Our delivery plan“We have five key competencies… just like reading numeracy and art.” We showed the children a key We asked the children what they thought each key might mean We recorded their ideas on a t-chart …Looks like, Sounds like. We revisited and reflected...
Photos…
Co-operative Learning Structures Used Think Pair Share –Tuning In, Wonderings Think Pair Square - Tuning In Donut - Wonderings, Sorting Out Storm and Sort – Finding out, Sorting Out Timed Talking - Reflection, Going Further These co-operative learning structures
were the vehicles through which the key competencies were practised.
Our Children’s 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 (via Think, Pair Share, Relating to Others)
“It’s good when I can get a job like
timekeeper.” Logan and Contributing)
(via Storm and Sort, Participating
“I think it’s good to try hard and listen hard.
It is important to listen.” Holli work)
(In co-operative
Our Children’s Feedback contd… “I can be a writer for my group.” Ashlee (via Storm and Sort, Participating and Contributing)
“I think it’s hard sometimes to keep talking
about the same thing for 30 seconds. 30 seconds is a long time.” Caleb (via Timed Talking, Thinking)
“I get to move around and talk to lots of
different people” Mya (via Donut, Participating and Contributing)
“In Room One when we all participate and
contribute our PC rocket moves towards the treasure box.” Joshua (Participating and Contributing) “The hats help me to organise my thinking” Nuala (via using hats, Thinking)
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 cooperative learning structures. The children learn best through frequently revisiting and reflecting on their new learning. They are beginning to independently give peer feedback. The children are now beginning to use the key competencies in a variety of contexts across the curriculum.
Our Conclusion We were surprised at how enthusiastic the
children were when taking on board the language of the key competencies. As expected, co-operative learning structures enabled the children to demonstrate the key competencies in action. This action research has allowed us to scaffold our children with the knowledge required to become life long learners.
Where to now… Introduce the remaining two key
competencies; Managing self and Using language, symbols and text. Teach the children additional co-operative learning structures such as Numbered Heads Together and Group Roles. Integrate this knowledge across the curriculum, while encouraging children to reflect on the impact the key competencies will have on their learning.
Professional Development: 2008-2009
Cooperative Learning: Key Strategies for
the New Curriculum. Mark Sweeney Key Competencies in Every day Practice. Tony Ryan Creating the Thinking Classroom. Eric Frangenheim Key Competencies and Inquiry. Graham Watts
References Brown D and Thomson C. (2000)
Cooperative Learning in New Zealand Schools. New Zealand: Dunmore Press Limited Johnson D.W, Johnson R.T and Holubec E.J. (1994) The Nuts and Bolts of Cooperative Learning. Edina, MN: Interaction Book Company