Co-operative Learning

Along side this initiative was the development of the Accelerated Learning Programme (ALP) within one of the secondary schools. Again, this was a literacy-based programme with pedagogy based on co-operative learning strategies. This is now becoming established within the school and faculties within the second of the EAZ secondary schools have begun to implement the pedagogy associated with ALP.

An evaluation of SFA at the end of the first year of implantation in July 2001 showed that teachers and head teachers had a very positive view of the co-operative learning strategies. They expressed the view that it enhanced the development of speaking and listening skills and promoted the development of social skills and good behaviour. One head teacher said, "Children are more willing to discuss in poetry workshops and maths sessions. It’s noticeable they are better at co-operating in maths games. KS 1 children doing SATs were more able to write answers explaining their methods. They are better at discussing during problem solving sessions."

One teacher said, "On the whole, behaviour has been very good. Even some difficult pupils respond well. It is vital that the children are in appropriate groupings so they don’t feel too challenged.

During the recent HMI inspection of one secondary school the success of ALP was noted. "Interactive whole-class teaching is undertaken skillfully and effectively in several classrooms, notably in MFL and English, and also in the Year 7 base, where the impact of the school’s accelerated learning programme and its good links with primary schools is apparent in many of the lessons."

As a result of these evaluations interest was aroused in the effectiveness of co-operative learning strategies. Further research and training was undertaken. In particular the training led by two New Zealand lecturers, Don Brown and Charlotte Thompson, authors of ‘Co-operative Learning in New Zealand Schools,’ was very influential.

The work already undertaken within the EAZ and this further research led us to the belief that co-operative learning across the EAZ would be an exciting way to develop a strategic, common and effective pedagogy across two school pyramids. We believed the NLC would give us the vehicle to bring schools together in a true learning partnership. It would allow for the development of real collaboration and learning based on research, sustainable staff development and partnership with other educational institutions. This would not be possible without the development of a NLC. When we were invited to submit a bid it was therefore with real enthusiasm for the project, which we thought would start in September 2002.

Although the bid was not confirmed and no funding allocated we decided to begin the programme in the hope that our bid would be successful. Therefore in the Autumn Term of 2002 three schools undertook training in co-operative learning methods and staff are now beginning the implementation of these strategies.

The development of the NLC would enable schools to evaluate and develop further the whole concept of the co-operative classroom. Areas of research that could produce useful information for schools would be the effectiveness of co-operative learning strategies on:

• Raising academic achievement.
• Boy’s learning.
• Pupils with Special Educational Needs.
• Transition from KS2 to KS3.
• The development of speaking and listening skills.
• Social skills and behaviour.
• The identification of the most effective strategies for particular subjects.

In terms of leadership, head teachers would analyse, evaluate and identify those skills required to bring about whole school changes in teaching and learning. They would analyse the stages in development through which staff must be moved before such changes can be effective.

We expect that the skills staff develop in whole school and school to school research and learning would then be transferred to other areas for development. Some of these would arise from questions thrown up by the original research into co-operative learning.

Information gained from the research would be disseminated through workshops, seminars, conferences, research papers and via the internet.

By the third year of the NLC, schools would be in a position not only to undertake further research on their own behalf but to assist other schools to develop the skills necessary to become effective NLC’s.