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Luttrell & Chambers (2013)

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Luttrell & Chambers (2013)

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Using Cooperative Learning in the Classroom

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Using Cooperative Learning in the Classroom

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Dyson, B. & Casey, A. (2012). Cooperative learning in physical education: A research-based approach. London: Routledge.

Luttrell, S. & Chambers, F.C. (2013). Senior cycle physical education curriculum & instructional models: Pathways for teacher implementation. Dublin: eprint.ie Ltd.

NCCA (2004). Junior cycle physical education: Guidelines for teachers. Dublin: Stationery Office.

NCCA (2016). Short course physical education: Specification for junior cycle. Dublin: Stationery Office.

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Resources used in this scheme include: Learning walls, video clips, speaker, non-participant worksheets, self-assessment worksheets, peer-assessment worksheets, group assessment worksheets, equipment managers list, exit cards, clipboard, whiteboard, task cards.

Equipment used in this scheme include: Gymnastic mats, benches, hula hoops, bibs, cones, beanbags and fitness ladders.

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Managing Myself: Students will be encouraged to explore their bodies and develop an understanding of both their strengths and their limitations. Students will use these factors to set and achieve personal goals over the six week period. Students will develop positive interpersonal skills as they work with their peers each week.

Staying Well: Students will develop an awareness for safety and responsibility throughout this six week period as they engage in a range of activities. Students will be challenged to be physically active and develop their knowledge and skills in the areas being covered.

Communicating: Students will develop their communication skills as they learn to provide good feedback to their peers. Along with this, students will learn to communicate as part of a group where opinion and difference is respected.

Being Creative: Students will be encouraged to be creative as they create and demonstrate numerous sequences over the six weeks.

Working with Others: Students will work with partners and in groups throughout this scheme. Students will develop good relationships with their peers and cooperate during all group activities. Students will provide support to their peers as they complete the module.

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Students will read and comprehend PowerPoint presentations used throughout this scheme.

Students will watch, analyse and discuss videos used to display a number of skills.

Students will use iPads to video their group performance and use these videos for individual reflection in the final week.

Students will use digital technology to analyse their individual performance of a variety of skills.

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Students will be challenged to create a sequence while working as part of a group.

Students will have to work together to overcome a variety of challenges.

Students will make connections in their learning and they progress through the six lessons.

Students will have to solve problems posed in different task cards.

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Students will learn and communicate using keywords and phrases associated with Gymnastics.

Students will work with a partner to discuss solutions to a variety of challenges posed in task cards during different lessons.

Students will complete written tasks throughout the six weeks (exit cards, worksheets, traffic light zone cards, assessment forms).

Students will communicate in groups and pairs to complete a variety of tasks.

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Peer-assessment, self-assessment and informal observation of the students by the teacher will all be used throughout this six week scheme. These forms of assessment will focus on providing the students with feedback on their performance in class and highlight key areas in which they are achieving and those that need improvement.

During the six weeks, the teacher will use open-questioning and feedback as a method of assessing the students. The students’ performance in each class will be compared to the features of quality for each learning outcome and constructive feedback will be given where necessary.

Students will complete peer-assessment on a weekly basis and a self-assessment both at the beginning and at the end of the six week scheme. While working in pairs, students will be encouraged to assess their partner’s performance of a variety of skills and movements. While completing the self-assessment worksheet, students will assess their own ability to execute a range of skills.

Worksheets and task cards will be used throughout the scheme, and these will provide students with clear criteria to compare their progress with over the six weeks. Groups will complete a reflective worksheet at the end of each lesson to promote effective group processing and reflect on individual and group contribution during tasks.

Students will complete their first classroom-based assessment at the end of this six week scheme. Students’ performance in a group sequence will be assessed and compared against the features of quality available for gymnastics.

Both a formative and summative approach to assessment is being taken for this module to ensure all students have an opportunity to experience success and receive constructive feedback from both their teacher and their peers.

Group Reflection Placemat:

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The fundamental movement skills targeted throughout this Gymnastics scheme include: running, skipping, hopping, galloping, jumping, turning, twisting, balancing, rolling and transferring weight.

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This module will take place in the gym hall. After the housekeeping routine (roll call, collection of sick notes and uniform inspection) the learning intentions will be shared with the class. There will be a brief discussion on the previous week’s lesson and a recap over what was learned. The order of the lesson will be introduced to students using the learning wall and principles of Cooperative Learning will be put on display. The students will then participate in a fun and appropriate warm up before organising the gymnastics mats in an orderly manner with one mat per two students.

The main body of the lesson will introduce the skills to be explored, and provide an opportunity for discovery and demonstration. As recommended by the JCPE website, the majority of skills and movements will be introduced using a problem-solving approach with a directive input where necessary (NCCA, 2004). New skills will be introduced to students using the learning wall where they will practice in both pairs and groups each week. Various tasks will be set out to challenge students at both an individual and group capacity.

Each lesson will conclude with students having the opportunity to create a sequence using all skills that are covered, gradually improving their physical literacy over the six week period. Following this, there will be cool down completed and a set time allocated for group reflection on the lesson and the completion of an exit card. Students will engage in discussion with both the teacher and their peers as they provide feedback on the lesson completed.

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Rationale for Selection of Instructional Model

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Rationale for Selection of Instructional Model

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The module of gymnastics creates an opportunity for the overall development of the student. The students’ personal, physical and social skills are challenged as they work towards improving their own personal strength, endurance and flexibility. Students are provided with an opportunity to work with others as they are exposed to new movement patterns. This provides students with the opportunity to develop positive interdependence along with valuable social skills and face-to-face interaction (Luttrell & Chambers, 2013). These learning outcomes link closely with that of the Cooperative Learning model which has be chosen for the delivery of this module. This model “explores the social-cultural significance of human movement through the use of individual and group learning outcomes to enhance student development, interaction and task-mastery within the physical, cognitive and affective domains” (Dyson & Casey, 2012, pp. 173). The aesthetic movements covered in gymnastics encourage students to explore their bodies and become aware of their own potential, as well as the limitations of their own body.

This structured six week block of Gymnastics will allow the students to explore, create, demonstrate and achieve in a range of both individual and group activities. Due to the overall holistic approach of this module, it has been decided that students will complete their first classroom-based assessment at the end of this six week period.

The classroom-based assessment provides groups with a ‘task’ to focus on. Students will work cooperatively to achieve personal and shared objectives as the fulfil different team roles each week. Having completed a module in gymnastics last year, I have been informed that there is an extremely mixed ability among the students. The model of Cooperative Learning with allow students to learn with and from each other (Luttrell & Chambers, 2013) as students of mixed ability work together while working towards a common goal.

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Learners' Level of Knowledge, Skill and Attitudes

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Learners' Level of Knowledge, Skill and Attitudes

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Prior Knowledge: The students have previously completed modules in athletics, cooperative games, gymnastics, health related fitness, basketball and camogie/hurling. They have a good basic knowledge of a variety of areas which will assist them as they complete their level two experience of gymnastics.

Prior Skills: The students have an appropriate understanding of the fundamental movement skills of running, jumping and throwing. This is a mixed ability class where all students will continue to improve their personal development. It is expected that there will also be a mixed ability when the skills of balancing, transferring weight and rolling are introduced.

Prior Attitudes: This class have a positive attitude towards P.E. and most students work well together as a group. There are a few students who need further encouragement to engage fully and appropriately.

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Cooperative Learning