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© WERDELIN 2013
werdelin E D U C A T I O N
facilitating 21st century skills through Cooperative Learning
‘‘CL is not only about learning outcomes, but tools to formulate authentic identities to provide rooting in the local community and the society of which it forms a part’’
more from IEC2014 >
Cooperative Learning & Minorities
Muslims in the UK
Three ubiquitous topics completely dominate the discourse among Muslim educationalist:
- Generating outstanding attainment.
- Preservation of Islamic identity and religion.
- And that both have the broader aim of benefiting wider society.
In my experience, the structural approach to Cooperative Learning works especially well with multicultural students. CL is not only about learning outcomes - or even classroom social skills - but about tools to formulate authentic identities and narratives which provide rooting in both the local community and the society of which it forms a part.
‘‘Jazakhallahu khaiyran for a very informative and highly useful morning.’’
- F. Reddy, Head Teacher, Islamic Shakhsiyah Foundation
Healing Fractures, Islamic Awareness Week, Norwich, March 17, 2014
More on original page >
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Harrow Primary, London
21st century British Muslim at London primary school
The vision of Harrow Primary is to create a school of excellence where students develop their skills to become independent, lifelong learners, thinkers and leaders.
The August seminar based on our flagship course 21c British Muslim: The solution? presented Cooperative Learning as the tool to effectively facilitate authentic identity and community bridge building for Muslims in 21st century Britain through enquiry-based learning.
‘‘...allows children to learn from and respect other's views.’’
- Noor, teacher, Harrow Primary
The school head, Mr Sheikh, is also one of the key figures behind June's successful 2014 Islamic Education Conference where I gave a seminar on the impact of student-centred learning on attainment, identity and community building for Muslim pupils entitled Opening Minds, Closing Achievement Gaps.
Ebrahim Academy, London
British values & faith school PSHE via CL
Following the recent media focus on independent Islamic faith schools in Tower Hamlets, Ebrahim Academy has adopted Cooperative Learning as a part of its 2015 CPD program to balance British values with statutory PSHE which reflects the school’s aim and ethos.
CL is ideal for crisis management due to the combination of quick implementation of "Ofsted compliant" teaching with relatively little training.
‘‘...we need Ofsted to come in ... it's all set up for them.’’
- D. Gillespie, Deputy Head, Stalham Academy,
following only 4 hours of the
Not only does CL have immediate impact on learning; the integrated development of higher level thinking, social skills and debating strategies facilitate PSHE and SMSC across all subjects with no change to lesson plans or materials.
Manara Academy, Leicester
Cooperative Learning in pursuing excellence in holistic Islamic education
Manara Education is an independent, non-sectarian Muslim organisation which aims to promote holistic approaches to Islamic education and academic excellence and virtue for young people.
The academy supports 'human scale' education, multi-age learning, personalised learning, education for sustainability, green living and Fair Trade, and the curriculum is inspired by Montessori and Classical education grounded in Islamic perspectives.
‘‘...scalable, encourage teambuilding and mastery of knowledge easily.’’
- Ehsan, English History and Computing/ICT teacher, Manara Academy
Cooperative Learning is highly suited to achieve such a wide range of aims to bi-cultural, multi-lingual learners - without compromising outstanding academic results.
Paper for the BRAIS
Inaugural Conference
