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© WERDELIN 2013
Engaging staff effectively with their CPD
A Cooperative Learning gloss
Ms Jessica Brosnan of the Teacher Development Trust has unwittingly written a better article on why Cooperative Learning should be adopted as a whole school ethos than I could.
Ms Brosnan’s original text is italicised.
(…) CPD is still all too often viewed as gathering all staff into the hall and delivering sessions during INSET days, and the idea of CPD as something to be “done to” rather than “done with” is still typical for many schools.
Cooperative Learning can only be taught one way – that is through Cooperative Learning, where the teachers get an empathic experience of how a child struggles to take on-board new knowledge, often partially outside their frame of reference and easily misunderstood due to incorrect assumptions or connections made to correct assumptions. In CPD using Cooperative Learning, nothing is being “done” to you, you are the “doer” constructing knowledge relevant to you in a discreetly guided, yet simple, organic process...
full article on
‘‘...we’ve got to have students as leaders in schools and co-constructors, they must be active participants’’
werdelin E D U C A T I O N
facilitating 21st century skills through Cooperative Learning
“There was evidence on paper of what they had learned. You can almost see their thinking processes...”
- D. Ridgeon, Deputy Head,
Avenue Junior School, Norwich
following her observation of Enquiry & Immersion ,a model Coopertive Learning RE lesson, delivered March 2015.
See full video.
Headstart
Education, London
Tailored edition
Skills & Mastery
Since 2002, Headstart Education Centre has successfully provided independent schooling to Muslim children aged 3-11 years by providing a tailored and engaging learning program that enables each child to learn and develop academic, personal and social skills.
The centre uses the National Curriculum as a guide only for the mainstream subjects and adds other subjects, such as Arabic and Islamic Studies.
This type of alternative provision is challenging, and the tailored combination of Werdelin Education's 21st Century British Muslim and Skills & Mastery courses recently explored at Rashidun, provides precisely the balance between unique cultural/religious ethos, character development, SMSC requirements and attainment.
Though academic needs are facilitated, parents are expected to actively contribute towards their child’s learning at home. In relation to Cooperative Learning, this form of community based education is one of the most promising unexplored areas.
‘‘...I like Headstart because there is no getting left out......’’
- Abdullah, Year 4
Norwich Primary Academy
Cooperative Learning’s & character building
One of the largest primary schools in Norwich is now using Cooperative Learning to develop key human skills; resilience, mental toughness, sense of duty, service to others - without compromising academic performance.
NPA is situated in one of the most socially challenged areas of the city. In 2011 Ofsted noted an “exceptionally high" proportion of students eligible for free school meals. (Ofsted, October 2011, p. 3).
“I really don't think I could have achieved such a dramatic improvement using 'usual' methods.”
- Judy Brady, Y3 teacher
Students who have never been taught the prerequisite social skills cannot be expected to work together effectively, and thus will not be ready for a successful life in modern Britain.This course combines cooperative learning with social skills instruction to accelerate student learning and to improve students’ social relationships and sense of self.
Apex Primary,
London
Tailored edition
Skills & Mastery
The aim is for pupils to leave Apex with high aspirations, resilience and as critical thinkers; reflecting upon their skills, knowledge and wisdom by overcoming obstacles to determine success and reach their potentials.
Given this, it is not surprising that this London Primary is among the first Muslim faith schools to see the potential of Cooperative Learning.
For example, science, history, geography, art, and design and technology are taught through thematic work. Here, Cooperative Learning is highly useful to manage the potentially liquid nature of such complex cross-curricular work without jeopardising pupils' sense of freedom and exploration. (Bridge Schools Inspectorate, 2013, p. 2)
‘‘Looking forward to using [Cooperativ Learning] in Islamic Studies to incorporate SMSC, Higher Level Thinking Skills and critical engagement.”
- Sanel Haskic,
Deputy Head, Apex Primary, 2015
More on Werdelin Education's tailored 21st Century British Muslim and Skills & Mastery courses.
‘‘Cooperative Learning (...) supports pro-social learning and conflict resolution throughout school settings—including playgrounds, parent-teacher relationships, and staff development.’’
The History of IASCE
International Association for the Study of Cooperation in Education, 2015