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Mats

Benches

Cones

Blindfolds

Bibs

Cones

Balls

Badminton Containers

Learning Walls

Task Cards

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By the end of this scheme the learners will be able to:
=> Communicate effectively with their teammates in order to complete a range of different activities.
=> Understand what is meant by cooperative learning and realise how it works with regard to team challenges.
=> Successfully reflect on their learning by being able to debrief after the activities and use the self assessment sheets provided.
=> Feel more comfortable getting along with the other learners in the class, particularly those who may not have spoken much before now.

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Cooperative Learning Model: Strategies & Examples

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The learners will be assessed in three different areas throughout this scheme. The three areas are:
How well does the student work towards helping the group achieve their goals?
Does the student demonstrate effective interpersonal skills?
How well does the student contribute to ensuring that the group are working together and staying on task?
Quarstein & Peterson (2001, p.74) say you can assess aspects like mentioned above by "Closer instructor-student interaction such as sitting down with groups from time to time or walking around to visit each group to respond to questions". Teachers can also assess a lot through observation and open ended questioning.
As well as teachers having a large role to play in assessing the students under the above questions, the students will also be challenged to self-assess themselves, by being asked to rate their contribution with regard to the above questions on a scale of 1-5, with 1 being the lowest and 5 the highest. They will do this at the end of each week and then the teacher will give each student an overall result, through her experience with the students over the four weeks, and the results can be compared by the students.

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Running

Walking

Turning

Jumping

Skipping

Agility

Balance

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Learner's Levels of Prior Knowledge, Skills and Attitudes.

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Learner's Levels of Prior Knowledge, Skills and Attitudes.

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Prior Knowledge:
Last year, learners completed different physical education programs in a range of different primary schools. This year, they have completed two weeks of testing, a scheme of Athletics and a scheme of Hockey in Ashton. They know the basic skills involved with running, jumping, baton exchange and shot put. They have a mixed knowledge of hockey but after their five weeks of it everyone know knows the basic rules involved and know how to execute some of the basic skills such as push passing and dribbling. To my knowledge, no students have ever completed any team challenge activities and none of them have been involved in cooperative learning within a PE setting before.
Prior Skills:
In general, the class have a good level of fundamental movement skills such as running, jumping, skipping, turning. They have all been exposed to skills such as baton exchange, hurdle jumping, push passing and dribbling in hockey. Their skill level with regard to team challenges and working together to execute an activity are not yet known.
Prior Attitudes:
This group of first year girls in general are a very enthusiastic bunch and they seem to really enjoy PE. They are very inquisitive and constantly question what and why they are to do things. The team challenges will be a new experience for them and they should enjoy it.

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Other Key Skills Targeted In This Scheme

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Other Key Skills Targeted In This Scheme

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Staying Well
Students will be healthy and physically active throughout the four weeks.  They will be social, confident and positive about their learning throughout the different activities over four weeks.
Managing Information and Thinking
Students will think creatively and critically individually and in groups when trying to complete the challenges. Students will reflect on and evaluate their learning during the debrief at the end of each activity.
Being Creative
Students will work together to explore options and alternatives in order to complete the activities. Students will also constantly implement different ideas and take action.
Working With Others
Students will constantly be working with others during these four weeks. They will  cooperate with their partners and groups and they will also respect each others differences.
Communicating
Students will use numbers and language when reading the tasks and explaining them, and when counting the lives lost. They will also discuss and debate the best way to go about completing each task with their group.

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Numeracy skills will also be targeted a lot throughout the four weeks. Learners will have to take accountability for how many lives they lose and still have remaining. Many of the activities will be done against time on a clock. Learners will hear seconds remaining being called out etc. Other simple instructions on the task cards will involve numeracy, such as 'move the ball 20m without it touching the floor'. Students will have to gauge distances throughout.

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Literacy will be a key part of the students' learning in this scheme more than any other. The learners will use all aspects of literacy throughout every lesson, they will speak to each other about what best to do, they will listen to their group members when they are trying to come up with solutions to the activity, they will read the task cards each week and interpret what they mean and finally they will reflect after each activity and debrief together.
At the end of each lesson, each person will reflect on their own learning via a handout given out by the teacher that looks like the picture below

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As all schemes in Ashton are between 3 and 5 weeks, this scheme will take place over 4 weeks. Each lesson lasts 80 minutes. The learners will continue to come into the changing rooms, get changed and come out for roll call. They will then lock all phones and jewellery in safe box and go out to the hall. The 4 lessons will all take place inside in the hall. Each lesson will begin with the whole group gathering at the learning wall. The first lesson will begin with a general introduction to team challenges and then an explanation of what is meant by cooperative learning and how it will apply to them for team challenges. The cooperative learning wall will remain up for the duration of the 4 weeks with the new tasks and explanations being added each week.

The lessons will be all based around the theme of the cube, with some weeks carrying on from the one previous and other weeks changing.  The group will be split into teams each week and will be given a different role from the teacher. The roles include: The Reader, The Coach, The Encourager, The Organiser and the Recorder. The roles assigned may not be swapped during the lesson but should be changed each lesson.

The team challenges chosen each week will all be focused around a specific theme. Week two for example, focuses on Communication and week 3 focuses on Trust.
Students will work in groups for the majority of the lessons but some of the tasks may require them to work in pairs of individually at stages.

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Positive Interdependence => focuses on group members learning to depend on the rest of the group while working together to complete the task
Individual Accountability => Refers to the students being able to take ownership of their role in executing the task at hand.
Group Processing => Students gather in their group after each task and debrief which allows them to reflect on both individual and group contribution. The cube suits this principle perfectly as it enables the students to debrief when they lose a life and try again.
Social Skills => This principle refers to the students' abilities in listening, shared decision-making, taking responsibility, giving and receiving feedback, and mutual encouragement. These are the types of skills that are key to this particular year group and this is one of the main factors in the rational of this model.
Face-to-face interaction => This mainly involves the discussion that each group have among themselves while they are working through the task again. Again, this principle comes into play for the rational for this group, as many of the students would have had very little face-to-face interaction with each other as they do not know each other very well.

- Adapted from Luttrell & Chambers (2013, p.120)

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Dyson, B. (2001). Cooperative learning in an elementary physical education program. Journal of teaching in Physical Education, 20(3), 264-281.
Luttrell, S., & Chambers, F. (2013). Senior Cycle Physical Education Curriculum & Instructional Models. Dublin: Eprint.ie Ltd.
Quarstein, V. A., & Peterson, P. A. (2001). Assessment of cooperative learning: A goal-criterion approach. Innovative Higher Education, 26(1), 59-77.

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Rational for Selection of Instructional Model - Cooperative Learning

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Rational for Selection of Instructional Model - Cooperative Learning

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Dyson (2001, p.264) found that teachers believe  "that the cooperative learning program allows students of all ability levels to improve motor skills, develop social skills, work together as a team, help others improve their skills, and take responsibility for their own learning".
This is the perfect time for this particular first year class to follow this model because they are at a stage when they really need to begin to develop as a class and grow together. By learning to develop socila skills firstly this will start to happen. What is really useful with this model is that it forces students to help others improve their skills and abilities as much as their own, meaning the students are not in competition to be better than one another but more so want to get everyone on their team or in their group to the finish line as one unit. This type of practice should lead to great improvements in all aspects of PE for this scheme, and for everyone after as a result of this. This model also works perfectly with the topic for the next 4 week - Team challenges.
In choosing cooperative learning, I am also going to have a background topic of the cube for the four weeks. This will work nicely with this model and it is something that all girls will have heard of, whether they are regularly physically active or not.

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Cooperative Learning Framework and Core Values

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Cooperative Learning Framework and Core Values

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PIGS FaceS - Cooperative Learning Resources

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This website was designed to help teachers create cooperative learning with the 6 elements of Positive Interdependence, Individual Accountability, Group Processing, Social Skills, Face-to-Face Interactions & Specific Task. Strategies and graphic organizers are provided to help with each of the elements.

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" Team challenges are carefully selected activities where students are required to work together as a group in order to achieve a common goal, which cannot be achieved individually"  (O'Ciardha, 2006).
Students in this first year class have been rotating around different classes and different subject choices for the first couple of months of first year. They have no had set classes, particularly in PE. I believe that by choosing to do team challenges now, it will bring the group closer together and enable them to properly get to know each other and get used to working together, as the PE classes they have now are the same PE class they will have for the next 6 years in Ashton.
The team challenges activities will aim to allow the class to grow together as a group, and to also lift their spirits and make them more confident around each other. Furthermore, it is the perfect way for all students to be equally involved. They do not need to necessarily be the typical sporty girl in the class to be able to excel in team challenges. Someone who so far this year may have disliked PE could be shown a different type of PE class and could therefore realise that they do in fact enjoy some aspects of PE and this will hopefully lead to them being more enthusiastic in the future.

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Cooperative learning - using 'The Cube' as a theme.