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Rationale for selection of instructional model: Co-Operative Learning-Athletics

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Rationale for selection of instructional model: Co-Operative Learning-Athletics

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This scheme of work will be implemented in my first year group. As this group have enjoyed participating in PE it has become obvious that some students are excelling at different levels in comparison to others. Co-operative learning or sometimes called small group learning, is an instructional model in which small groups of students work together to try and solve and complete a task. A task can be simple or complex, regardless the students must work together. Learning from each other is central to this model and this will be the main focus of the scheme of work. It is important that those students who are not progressing as well in the class do not lose the enjoyment involved in PE. To encourage a relationship between students of different abilities, the co-operative learning model will be used. This will allow weaker students to work with stronger students in order to learn from each other and form relationships with each other that will benefit in their entire school experience.

"For example, as a teacher, I can systemically use the co-operative learning model to create conditions that will motivate the students to enter constructive movement relationships with each other by their own acts. The pedagogue Benner calls this educational influence a summons to 'self-activity'" (A. Casey, B. Dyson, 2012)

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The co-operative learning model in PE involves the students in the class being put into small groups and learning through this. Peer learning is involved in this model and so can be hugely beneficial to the students.

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The co-operative learning model in PE involves the students in the class being put into small groups and learning through this. Peer learning is involved in this model and so can be hugely beneficial to the students.

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This means that the students have an important role to play in ensuring that the content is learned but also that the other students learn it alongside them. This enables the teacher to become a facilitator in the class.

Five key elements have been suggested by Dyson and Casey in their book "Learning in Physical Education and Physical Activity".

Positive Independence:
This proposes that all students must succeed together rather than individually. It is important that students work together to achieve success.

Individual Accountability:
Students have their own level of responsibility in terms of achieving their own personal development and improvement. They are responsible for completing their own part of each task.

Group Processing:
This involves students experiences as a group rather than individual. It is up to the different groups to reflect on the lesson and note what went well and what did not go well. They can then consider this reflection for their next lesson.

Small group and interpersonal skills:
This suggests that students should be able to work with their peers and teammates in different settings in order to successfully learn off each other.

Face-to-face promoting interaction:
This allows for time during the lesson for students to talk to each other to discuss any problems they might have and to come up with new and alternative ideas.

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Cooperative Learning Model: Strategies & Examples

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Learning Outcomes and Learning Intentions:

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Learning Outcomes and Learning Intentions:

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Psychomotor:
At the end of the lesson, the students will be able to work together to cooperatively come up

with a solution to the problems given to them and work together as a learning group to achieve success.

Affective:

After participating in the cooperative learning lesson, the students will indicate their attitude

concerning whether they are a leader, good decision maker or good teammate by answering

questions at the end of class.

Cognitive:
After participating in the  lesson, the students will be able to demonstrate knowledge of the

activities by showing their leadership and decision making skills.

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Cones
Bibs
Javelin
Hurdles
Learning wall

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Literacy will be introduced in this scheme through the introduction of new words in relation to Athletics. A learning wall will be introduced each week where the students will be introduced to new key words which will relate to athletics. Some students may already know these words and so can explain them to their peers thus including the co-operative learning model. Any students not participating in any lesson throughout this scheme will have to complete a worksheet on athletics which will improve their literacy.

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Numeracy will be included in this scheme in many different ways. Students when working in pairs or groups will only have a certain time to complete tasks and so may appoint one person to act as a time keeper to ensure that they task completed on time. Another example of enabling the students to improve their numeracy will be in the different distances in athletics. For example in the javelin throw, students will have to measure how each person in their group has thrown the javelin.

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Digital technologies can be included in this scheme by getting peers to record each other's performances. This can be done with a slow motion app so that the students can analyse the footage and see where the student did well and see where they can improve.

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Co-operative learning involves having learning groups and group processing as a way of forming each lesson. This allows for a positive experience for the students as they form peer relationships and learn from each other. It also allows the students to develop a routine.

Dyson and Casey's 5 critical element will be central to this scheme of work. This approach moves away from the traditional approach of command and practice that is usually used for athletics. Students will be given the choice to choose between the long jump or high jump, shot puck or javelin throw and the 400m run or the 100m run.

Each student in the different groups will need to sign a contract to accept the roles and responsibilities that they will have to take on board during this scheme.

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This model will promote student well-being and will also help to improve this as their is a social element involved. Students will be in groups or pairs for this entire scheme and will be learning off their peers. This social interaction will help the students well-being improve. The students will also be informed of the important of exercise in terms of well-being.
According to the NCCA, "Schools have a central role to play in supporting and promoting students’ learning about well-being and for well-being."
I feel that is is important that students work together to improve their well-being and become more knowledgeable on the topic which this model should allow them to do.

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Variety in group size (individual, pair, small, whole class)

Variety in level of challenge

Resource choice by student

Variety in time allowed to complete tasks (by ability)

Student choice (of task or order of completion)

Variety in resources

Variety in assessment

Variety in teaching strategy

Types of questioning

Extension activity

Task outcome

Type of task (specify) Practical

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1. Through observation evaluation all students will demonstrate their ability to perform in each of their roles.

2. Students will list the skills they need to develop in order to participate and improve their role in each activity..

3. Through observation, students will respect each other and work together.

The students will asked to use this exit card to reflect on the performance of their learning group throughout this module: