North Lanarkshire Cooperative Learning Project - Evaluation Report - Executive Summary

The Evaluation

The evaluation has five aims:

 

1. Describe the extent to which the five key aims of the North Lanarkshire cooperative learning Project have been met.

2. Identify strengths and any gaps in the support available to teachers using cooperative learning activities.

3. Assess the overall impact of the co-operative learning approach on teachers, pupils and parents in the study schools.

4. Identify any gender differences in relation to the impact of cooperative learning on pupils,

including pupil attainment, social skills, participation and behaviour.

5. Establish conditions that support effective implementation and embedding of co-operative

learning principles.

 The evaluation activities took place in two stages: August 2004 to March 2005 and September 2006 to March 2007. The original invitation to tender had specified 5 schools, selected by the authority, 2 secondary and 3 primary, to be the focus of the evaluation activities, and these 5 schools were involved in both stages of the evaluation. In the second stage, the teacher sample was widened for the purposes of a teacher survey to gain the views of teachers from a wider range of schools. Data were gathered using both qualitative and quantitative methods including interviews, observations and surveys. Additionally local authority data in relation to attainment and attendance were obtained for the period 2001 to 2006; local authority evaluations of training events were also provided.

Cooperative Learning

Cooperative learning has been extensively researched and it has been demonstrated that this method of delivering instruction and managing learning is an effective way to promote pupil learning, both in terms of academic achievement and social skill development. Different models of cooperative learning have emerged based on different underpinning theoretical assumptions. North Lanarkshire have adopted Johnson & Johnson’s social interdependence model, in which the ‘dynamic whole’ of groups is emphasised and through which ‘promotive interaction’ is encouraged.

 

For group work to be cooperative, certain key principles should be incorporated into the unit of learning. The social interdependence model of cooperative learning is built on 5 elements, all of which should be systematically structured into group learning situations: positive interdependence, promotive interaction, individual and group accountability, interpersonal and social skills and group processing.

 

Research has shown that where cooperative learning is promoted as a conceptual system as

opposed to a series of strategies, it is likely to have a greater impact on achievement. This implies that cooperative learning needs to be implemented systematically, through rethinking learning and teaching and by using a conceptual framework to adapt lessons and activities into cooperative ones.

Implementation of Cooperative Learning in North Lanarkshire

Cooperative learning training for education staff in North Lanarkshire comprises a 3-day initial Academy and a range of ongoing support through Recall Days, twilight sessions, other focused training and an online resource through the authority’s intranet. In addition, cooperative learning development officers are available for in-house support and development of resources.

 

Generally, the evaluation illustrated that the training and support provided by the authority is highly valued by participants. The Academy had provided them with useful strategies for managing cooperative group work and developing social skills in the classroom, although teachers reported finding some of the cooperative learning principles more challenging to implement. In particular, the principles of promotive interaction and group processing appeared to be implemented less effectively.

 

Networking with other teachers through Recall Days and in-house peer support is perceived to be a most helpful support mechanism and teachers emphasised that they would like more time for this. Whilst management recognise ongoing collegial support to be one of the ‘best’ conditions for promoting cooperative learning practice, they also feel that ensuring this happens can be a challenge.

 

In line with the literature and with respondents’ views, other ‘best’ whole-school conditions include management commitment to a carefully planned, systematic implementation and whole-school use of cooperative learning practices. In the 5 schools selected by North Lanarkshire for the focus of the evaluation, these factors essential for facilitating and effectively developing cooperative learning are well addressed, but survey findings suggest there is room for development in this area in other schools across the authority.

 

The evaluation shows that there is potential for more priority to be given to continued professional dialogue. Revisiting the 5 principles of the model of cooperative learning adopted by North Lanarkshire and providing ongoing support in ways of including them on a regular basis would be beneficial and could be a focus for such networking sessions.

Impact of Cooperative Learning

 The teachers who responded to the survey and the majority of those interviewed were positive about the effects of cooperative learning on their own teaching practice and their enthusiasm for teaching. They reported enhanced capacity through acquiring more teaching skills, better classroom management and a better knowledge of pupils.

 

The main benefits to pupils were reported in terms of social skill development, enhanced confidence, improved motivation and greater involvement in learning through the benefit of learning together. Less evident were the effects of promotive interaction, ie constructing knowledge and self-regulated learning via pupil and teacher dialogue. There is potential for greater emphasis to be given to this element, particularly as some of these features fit well with other initiatives such as formative assessment.

 

Cooperative learning appeared to be equally appreciated by boys and girls, with no substantial differences emerging in the data from pupils or in the views expressed in the focus groups.

 

The small sample of parents interviewed were positive about the benefits to the children from

cooperative learning.

 

The perceived benefits with respect to cooperative learning enhancing the school community by encouraging a more inclusive and positive ethos were less reported than the benefits to teachers and pupils. This may be because, as was reported by the 5 schools that were the specific focus of the evaluation, the schools already had a positive and inclusive ethos which was reinforced through cooperative learning. However, a number of respondents to the survey indicated that cooperative learning approaches were not used in their school for wider school activities, suggesting that this is still a work in progress for some schools across the authority.

Discussion

This section discusses the findings in relation to the aims of the evaluation.

 

Aims 1 and 3:

Describe the extent to which the five key aims of the North Lanarkshire Co-operative Learning Project have been met and other benefits that might emerge from the evaluation and Assess the overall impact of the co-operative learning approach on teachers, pupils and parents in the study schools

 

On the whole, the evaluation findings show that the 5 schools selected for the focus of the evaluation are largely meeting the cooperative learning project aims. It has to be noted that the process of introducing change in secondary schools is more complex and therefore the implementation process needs to be carried out over a longer timescale.

 

In the 5 evaluation schools there was clear evidence of management commitment to cooperative learning and use of whole-school cooperative learning strategies throughout the school and in different contexts (eg for staff meetings, CPD etc). There were indications, however, that up to a third of respondents in schools authority-wide were not experiencing the benefits in a wider school context.

 

Teachers in the 5 schools were generally very positive about benefits to themselves in terms of developing new skills and improved motivation, although some felt that the approaches introduced through cooperative learning were not new.

 

They were also positive about the benefits to pupils in terms of encouraging better learning through pupils working together, the specific focus on social skills, and in pupils’ motivation. Although important, there was less focus on raising attainment in terms of improved national assessment scores and examination results. It was considered that cooperative learning would contribute to these along with other measures.

 

The wider teacher survey also showed that the majority of respondents shared equally positive views, with an indication that cooperative learning approaches contribute to the development of the 4 capacities of A Curriculum for Excellence.

 

The evidence from the small number of parents who were interviewed showed that they were

supportive of cooperative learning and some reported observing changes (for the better) in their children because of it.

 

Aim 2:

Identify strengths and any gaps in the support available to teachers using cooperative learning activities

 

Research illustrates that commitment to systematic training and support by authorities and schools leads to more effective implementation of cooperative learning. North Lanarkshire’s commitment to provide training to all staff who are interested can therefore be seen as a strength.

 

Participants’ views of the Academy training were very positive and many reported the benefits of attendance at Recall Days as they provided the opportunity to share experiences and learn from others. Continued professional dialogue was considered to be the most helpful support mechanism, with teachers emphasising they would like more time for networking and a number of respondents expressing the wish to attend (further) Recall Days. Whilst management recognise ongoing collegial support to be one of the ‘best’ conditions for promoting cooperative learning practice, they also feel that ensuring this happens can be a challenge. This indicates that there is potential for this area of ongoing collegial support to be further developed.

 

In relation both to training and observed practice, the aspect of promotive interaction which focuses on engaging in discussion and dialogue was given less emphasis, and the practice of group processing, which should engage pupils in reflective and constructive conversations, was weaker. The literature indicates not only that this is one of the most important aspects in helping learners to construct knowledge and gain understanding, but also that teachers find it more difficult to implement. Teachers benefit from additional training in monitoring the work of the groups, certain communication techniques such as appropriate questioning, and helping pupils ask questions for themselves. More emphasis on these aspects during cooperative learning training and ongoing support would be beneficial.

 

Aim 4:

Identify any gender differences in relation to the impact of co-operative learning on pupils, including pupil attainment, social skills, participation and behaviour.

 

Cooperative learning appeared to be equally appreciated by boys and girls, with no substantial differences emerging in the data from pupils or in the views expressed in focus groups. At the transition stage, girls were more likely than boys to say that some of the social skills had helped them when they moved to high school, but that may reflect more on what is important to them at transition rather than on cooperative learning. In data collected in 2004, boys were more likely to say that they looked forward to cooperative learning than girls and that it helped them do better at school.

 

Aim 5:

Establish conditions that support effective implementation and embedding of co-operative learning principles.

 

Conditions that support effective implementation and embedding of cooperative learning principles are those that support the introduction of any initiative or change in school contexts. The research and literature on this topic are extensive; however, 4 key factors are highlighted by Priestley and Sime (2005) and are as follows: proactive leadership, professional trust, creation of spaces for collaboration and starting small. These factors parallel the ‘best’ school conditions suggested by school management for the implementation and embedding of cooperative learning and can be summarised as follows:

 

• weight of authority commitment and links to underlying philosophy supported by policy

• proactive and committed leadership in schools

• teachers engaged by effective strategies which are seen as beneficial in the classroom

• initial training and ongoing development which engage teachers with underlying theories and principles and lead them to develop ‘a conceptual system and use it to adapt current lessons and activities into cooperative ones’ (Johnson et al, 2000)

• collaborative spaces and networking which allows teachers to share ideas and learn together.

 

 

The full report can be downloaded in PDF format by clicking on the links below:-

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