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Rationale Part Two also contains assessment and learning domain

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Padlet Video- Second Half of the rationale for Cooperative Learning

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Part one of Rationale, also contains learning domain and assessment elements

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Padlet Video- Rationale for Cooperative Learning Number 1

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Junior Cycle Physical Education. (2009, June). Gymnastics- Teacher Guidelines-Level 1. Retrieved from http://jcpe.ie/index.php?option=com_content&view=article&id=129&Itemid=166

Junior Cycle Physical Education. (2009, June). Gymnastics- Teacher Guidelines-Level 2. Retrieved from http://jcpe.ie/index.php?option=com_content&view=article&id=130&Itemid=167

Lafont, L., Rivière, C., Darnis, F., & Legrain, P. (2017;2016;). How to structure group work? conditions of efficacy and methodological considerations in physical education. European Physical Education Review, 23(3), 327-338. doi:10.1177/1356336X15626639

Luttrell, S. (2013). Cooperative Learning- Cooperate to Learn we instead of me!. Senior Cycle PE. Retrieved from https://ucc-ie.blackboard.com/bbcswebdav/pid-1629034-dt-content-rid-2413273_1/courses/2018-ED4313/Luttrell%202013-%20Cooperative%20Learning%20Presentation.pdf

Mosston, M., & Ashworth, S. (2008). Teaching Physical Education (4th Edition). New York City, New York: Pearson Education

National Council for Curriculum and Assessment. (2017). Junior Cycle Wellbeing Guidelines. Dublin, Ireland. NCCA. https://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Curriculum/Wellbeing/Wellbeing-Guidelines-for-Junior-Cycle.pdf

O’Leary, N ., & Griggs, G. (2010). Researching the pieces of a puzzle: the use of a jigsaw learning approach in the delivery of undergraduate gymnastics. Journal of Further and Higher Education, 34:1, 73-81, DOI: 10.1080/03098770903477110

Oliveira, G., & Porpino de Oliveira K. (2010). Rhythmic Gymnastics and School Physical Education: Critical Perspectives Education. Pensar a Prática, Goiânia, v. 13, n. 2. 1-16. Retrieved from http://revistas.ufg.emnuvens.com.br/fef/article/viewFile/8632/7796

Rosenthal R.,
& Jacobson, L. (1968). Pygmalion in the Classroom. The Urban Review, 3(1), 16-20. Retrieved from https://www.uni-muenster.de/imperia/md/content/psyifp/aeechterhoff/sommersemester2012/schluesselstudiendersozialpsychologiea/rosenthal_jacobson_pygmalionclassroom_urbrev1968.pdf

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Barker, D., Quennerstedt, M., & Annerstedt, C. (2015). Learning through group work in physical education: a symbolic interactionist approach. Sport, Education & Society, 20(5), 604-623. doi:10.1080/13573322.2014.962493

Bodsworth, H., & Goodyear V. (2017). Barriers and facilitators to using digital technologies in the Cooperative Learning model in physical education Physical Education and Sport Pedagogy, 22:6, 563-579, DOI: 10.1080/17408989.2017.1294672

Casey, A., and V. Goodyear. (2015). “Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature.” Quest 67 (1): 56–72. Retrieved from  https://doi.org/10.1080/00336297.2014.984733

Collier, C, Perlman, D & Fisette, J. (2009). Getting open: games that teach spatial awareness, Future Focus, 30(2), 25-28. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1631&context=edupapers

Fernandez-Rio, J., Sanz, N., Fernandez-Cando, J., & Santos, L. (2017;2016;). Impact of a sustained cooperative learning intervention on student motivation. Physical Education and Sport Pedagogy, 22(1), 89-105. doi:10.1080/17408989.2015.1123238

Fisette, J., & Walton, T. (2015). “Beautiful You”: Creating Contexts for Students to Become Agents of Social Change, The Journal of Educational Research, 108:1, 62-76, DOI: 10.1080/00220671.2013.838537

Ille, A., & Cadopi, M. (1999). Memory for Movement Sequences in Gymnastics: Effects of Age and Skill Level. Journal Of Motor Behavior, 31(3), 290.

Johnson., T & Johnson., D. (1999).Making Cooperative Learning Work.  Theory into Practice, 38 (2), 67-73. Retrieved from http://www.proiac.uff.br/sites/default/files/documentos/cooperative_learning_johnsonjohnson1999.pdf

Junior Cycle Physical Education. (2009, June). Gymnastics- Syllabus. Retrieved from http://jcpe.ie/index.php?option=com_content&view=article&id=141&Itemid=182

Junior Cycle Physical Education. (2009, June). Gymnastics- Teacher Guidelines-Introduction Retrieved from http://jcpe.ie/index.php?option=com_content&view=article&id=117&Itemid=165

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The final week's gymnastics performance is critical to their assessment. This is where students give evidence of their understanding of the learning outcomes

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Students are given a chance to demonstrate their own interpretation of various gymnastic themes through individual, pair, & team practices during lessons. As a group, students must collaborate with one another and demonstrate their ingenuity when assisting their colleagues (providing useful performance cues and tips), later demonstrating the same enterprise to create a rounded and accurate sequence focused on a theme.

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Students communicate artistic expression through gymnastics. Students also debate with their colleagues regarding technique and sequences, heeding and giving advice to other team members in a peer or coaching capacity. This co-construction approach ensures students feel supported developing a more holistic approach to PE

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: Students will be asked to utilise iPads and applications in order to assess and evaluate their progress while learning from online data sources in order to improve their performance at regular intervals.

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Being personally reflective while looking for improvement is key. This is developed through reflections when concluding lessons and group meetings when organising sequences. Students will make thoughtful decisions about their technique and their role in performances having considered evidence from video analysis

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From developing sequences in their groups, to peer teaching, and students acting in a coaching capacity, socialisation is key to the model. Students cooperate and learn together over the six weeks. “Partner work is a valuable learning experience for students and an essential component of the gymnastics area of study[P1] ”. Students will improve their ability to relate to classmates, in addition to their communication skills through regular interaction and reflection. It will nurture improved relationships in addition to a positive atmosphere: Cooperative Learning produced a class atmosphere

where students had to work in groups cooperatively, which increased their relatedness…enjoyment[P2] ”

[P1]“(JCPE, Guidelines, 2009,).

[P2](Fernandez-Rio et al, 2017, p.99)

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Through differing themes and sequence creation students show the creativity. The learning environment is student-centric, participants pursue “active roles within the learning process[P1] ” when devising routines. All team members will be afforded an opportunity to have an input into their team’s work.

[P1](Oliveira, 2010,p.12)

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Through participation, students work on pursuing a physically active lifestyle, while learning safe gymnastic practice.

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Numeracy skills

Students develop measurement skills, they consider their workspace and angles when trying to complete a movement safely.

Subsidiarity applies, where different rolls or shapes can be used for students to reach the same concluding position in a sequence.

Problem solving is used, if students must devise a routine finishing in a particular position, they must gather information, and logically meet the conditions of the performance including the necessary steps.

Identifying patterns and sequences is critical to gymnastics as students must “show an ability to link movements[P1] ”

Some aspects of representation are used are students are required to embody themes and concepts in their sequence indifferent manners.

[P1](JCPE, 2009, Gymnastics-Syllabus).

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Digital Literacy skills

Students will utilise an iPad and applications such as Hudl and Dartfish in order to record, analyse and correct movement patterns of their colleagues in class.

Students will source and examine appropriate “YouTube videos/videos of school Athletes prior to activity[P1] ”, and use these examples to improve their insight, and ability to create a routine: “digital media texts can support citizenship and inform decision-making[P2] ”- Wellbeing

In addition to becoming competent with regard to technology, students will need to demonstrate they are capable of
“,Being responsible, safe & ethical in using digital technology[P3] ” remaining on-task,  only utilising iPads when necessary and for the benefit of the group.

[P1](Bodsworth & Goodyear, 2017, p.571)

[P2](NCCA, 2017, p.57)

[P3](NCCA, 2017, p.23)

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Decoding skills are nurtured as students learn subject-specific terms (e.g. symmetry, handstand, weight-transference etc.)

V
isual literacy will be developed from observing task/skill cards or video of their colleagues’ performance : “imaging skills can also play a role in the short term retention of … routines[P1] ”

Writing may be honed on occasion for non-participants and participants through some self-assessment or reflective exercises

Students must effectively communicate with other members on their team to ensure everyone is participating and meeting their job requirements as is needed. Their frequent use of communication will also prove pivotal to their increased ability: “role of verbal exchanges between peers for knowledge acquisition[P2] ”

Students will need creativity and an ability to link a theme to a performance when they begin to devise sequences win lessons.

[P1](Illie, 1999, p.291).

[P2](Lafont, 2017, p.329)

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The subsequent themes which will be explored after the first week will include Shapes/Positions, rolling, weight transference, travel concluding with a final week of performance. Some Sports Education elements, such as the culminating event and festivity will be critical to the final week of work.

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The ability to utilise succinct and concise movement patterns is critical to their work “accurate memory…of movement[P1] ” Their sequences require an ability to recall patterns and key features of quality associated with them, as such they need to include themes developed in previous lessons as they begin to learn new skills. Task/Skill Cards will be made available to coaches in order to assist students with this process.

[P1](Ille, 1999, p.290).

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A command of technology will greatly enhance their learning in the task, the added aspect of the visual proving to be engaging for students, while helping accurately pinpoint the errors they may be making; “playback feature is considered to enhance capabilities and strength pupils’ ability to engage in peer and self-assessment tasks[P1] ”..

[P1](Bodsworth & Goodyear, 2017, p.565)

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Organisationf of the Learning Experience Post  13

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Organisationf of the Learning Experience Post  13

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Students are required to be “trained to both instruct and give corrective feedback[P1] ”. During this lesson, they will also learn how to utilise iPad applications such as Coach’s Eye and Dartfish which will be incorporated into their learning regularly when analysing movements and sequences. The incorporation of a greater amount of technology is critical to a sport such as gymnastics where precision and movement quality is required.

[P1](Lafont, 2017, p.330)

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Organisation Of Learning Experience Post 1.

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Organisation Of Learning Experience Post 1.

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Post 2

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Additionally, cooperative learning is frequently cited as being “linked to an increase in several positive outcomes in educational contexts” (i.e. students’ autonomy, effort, concentration, engagement, etc[P5] .

[P5](Fernandez-Rio et al, 2017, p.99)

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Using consistent pairings and groups of 5 (one group of 4) will be sufficient to allow everyone to make a valuable contribution to their team’s work: “Working in small groups of three or four offers diversity of ideas without becoming…cumbersome[P3] ”. The use of groups and the greater opportunity to take command of their own work should help students improve their commitment to work in addition to increasing the socialisation of some students. Students are also likely to become more connected to their classmates and aware of their feelings issues:  “Social learning was not just about the ability to cooperate with one another, work together as a team to learn… also about showing care, concern, empathy, respect for eachother, and supporting and encouraging one another[P4] ”.

[P3](QCA & DfE, 2003, p.3)

[P4](Casey & Goodyear, 2015, p.63)

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Cooperative learning has been regularly cited as being incredibly useful for building cohesive dynamics and social skills between students: “build more positive and supportive relationships[P2] ”. In cooperative learning, the majority of the responsibility rests on the students, they are given a chance to show their endeavour and enterprise. Gymnastics through creation of sequences, and cooperative learning where students work in tandem to achieve this goal certainly helps them meet key requirements.

[P2](Johnson & Johnson, 1999, p.73)

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Many students appear interested and willing to engage in PE. However, there are a number of students who are distracted and disruptive in lessons.  Some of these students often appear to be struggling socially within the class. Both gymnastics and cooperative learning which requires “students working together in small groups to achieve a specified goal[P1] ” could be of great benefit.

[P1](O’Leary & Griggs, 2010, p.74)

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Students have average to above average competency in a wide range of FMS, as evidenced by their practice in Gaelic Football to date. These include running, throwing, catching, jumping, turning and twisting. [P1]

[P1]The Gaelic Fotball specific skills they learned include catching, kicking, the pickup, handpass and fielding

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Students have an adequate knowledge of basketball having completed a basketball module. Skills developed included bounce/chest pass, dribble, pivoting and the lay-up. Gameplay principles learned include support play and “how to create space, move to open space and advance towards the goal” [P1]

[P1](Collier, 2007, p.25)