Implementing Key Competencies

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