Monthly Archives: April 2013

Cooperative Learning Activities

Cooperative Learning Activities: An Effective Teaching and Learning Approach in Physical Education
Submitted by Brent Bradford & Dr. Clive Hickson

Identified as one of the most effective teaching and learning approaches in schools, the use of cooperative learning activities promotes group work and the achievement of reaching a common goal! Throughout each week at U School (Physical Education classes), students participate in cooperative learning activities, discuss the benefits of cooperative learning activities, share their background knowledge about cooperation, and discover innovative ways to enhance their cooperative skills (e.g., changing the rules of an activity). It is, therefore, hoped that teachers and students continue to employ cooperative learning activities, such as the ones that are taught and learned at U School, in their physical education programs!

“Learning to cooperate with others is an essential for a productive and happy life in family, in school, and in adult life.” (Joyce et al., 2009)

cooperative_learning_clipart

BENEFITS: Cooperative learning activities provide several benefits to physical education programs. For example, cooperative learning activities … • help teachers achieve the ABCD’s of the Physical Education Program of Studies (e.g., CK-1, C3-5)

  • provide opportunities for students to practice their basic fundamental motor skills
  • provide an excellent way to teach positive social interactions and respect for others
  • enhance student achievement
  • encourage problem-solving, critical thought and teamwork
  • teach appreciation for student differences • provide enjoyment to physical education programs
  • add breadth and variety to physical education programs

KEY ELEMENTS: When students are engaged in cooperative learning activities, six key elements must emerge (Fishburne, 2005). The six key elements are as follows:

  • FUN: Students experience enjoyment!
  • PARTICIPATION: Each student is involved!
  • SUCCESS: The level of challenge sets each student up for success!
  • COOPERATION: Students work together to attain a common goal!
  • EQUALITY: Each student has a valuable and contributing role!
  • TRUST: All students must rely on and trust each other!

MODIFICATIONS: There is an array of ways to modify cooperative learning activities to ensure they are developmentally appropriate for students. Using the REPS formula is an effective beginning point for teachers. Consider modifying…

  • R – Rules – modify rules to simplify or add complexity
  • E – Equipment – change the size, type, amount and/or weight of the equipment
  • P – Participants – group students into pairs, small groups or whole class
  • S – Space – small or large spaces, gymnasium, outdoors, classroom, etc.

Cooperative learning activities are a terrific way to establish a positive classroom culture. While they can be introduced at any point throughout the school year, below are a few critical times to consider:

  • at the beginning of the school year
  • after a break from school (e.g., long weekend, spring break)
  • when a new student joins the class
  • after a conflict to re-establish a positive learning environment in the classroom
  • during a cross-grade group activity
  • during a whole school event

TEACHING CONSIDERATIONS: When using cooperative learning activities in physical education, there are some important teaching considerations to take into account, such as:

  • groups should typically be chosen by teachers
  • groups should reflect a range of abilities, personalities, gender, and backgrounds
  • groups should “sink or swim” together – interdependence amongst the groups must be established
  • each group member should be assigned a role initially (e.g., the leader, the equipment collector, the cheerleader, the timekeeper, the coach, the speaker, etc.)
  • groups should be taught explicitly how to use and appreciate effective interpersonal skills
  • each group member should be assessed individually for the contribution he/she made to the group; ensure that no group member takes a “free ride”

ENJOY CONTINUING TO ‘TEACH’ AND ‘LEARN’ IN PHYSICAL EDUCATION!

References:

  • Fishburne, G. J. (2005). Developmentally Appropriate Physical Education for Children and Youth. Alberta: Ripon Publishing: A Division of Ripon Consulting Ltd.
  • Joyce, B., Calhoun, E., & Hopkins, D. (2009). Models of learning: Tools for teaching. (3rd Ed.). Berkshire, England: Open University Press.

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