Session Information
03 SES 07, Curriculum Change in Scotland: Policy and Practice
Paper Session
Contribution
Curricular policy in Scotland is changing, with the implementation of Curriculum for Excellence in schools, to deliver an education system that meets the demands of the 21st Century. The changes in curriculum require developments in how learning and teaching takes place and this paper aims to explore whether cooperative learning can assist in delivering this. Cooperative learning is a pedagogy that has been the focus of significant research in the United States and Canada but to date the research in the UK is limited. This paper focuses on cooperative learning in a local and global context.
In Scotland policy developments have resulted in an emerging curriculum, Curriculum for Excellence (Curriculum Review Group, 2004), which heralds significant changes in the way schools are organised and in the learning and teaching approaches within them. This change in curriculum policy was the result of widespread consultation (Scottish Executive, 2002) and evidence from research into what makes learning effective. The views of stakeholders (including parents and teachers) were gathered and the new curriculum aims to develop “… skills for learning, skills for life and skills for work” (Scottish Government, 2008: 8). This reflects the worldwide drive to develop employability for a changing future and knowledge economy.
Contemporary society needs people skilled at working in a variety of ways and who communicate well. Schools should support this. This raises new questions about educational practice and research and how this might be delivered. Cooperative learning is a highly structured pedagogy where pupils work together to support learning and this approach is gaining increasing interest and engagement in schools. The aim is that all pupils develop by working together as teams, use a variety of skills and support one another’s learning rather than learning in a mainly competitive manner as in traditional settings (Johnson & Johnson, 1994; Johnson, Johnson & Holubec, 1990: Kagan, 1994: Slavin, 1995).
Research questions:
- Are there links between the skills determined by policy developments in Scotland and cooperative learning?
- What evidence is there that cooperative learning can support innovative curricular?
- Do pupils and teachers perceive cooperative learning as supporting their needs?
Method
Expected Outcomes
References
Campaign for Learning (online) http://www.campaign-for-learning.org.uk/cfl/learninginschools/index.asp Curriculum Review Group (2004) A Curriculum for Excellence Edinburgh: Scottish Executive Johnson, D. W. & Johnson, R.T. (1994) Learning Together and Alone Massachusetts: Allyn and Bacon Johnson, D.W. (1993) ‘Impact of cooperative and individualistic learning on high ability students’ achievement, self-esteem and social acceptance’ Journal of Social Psychology, 133:6 (1993: Dec) Johnson, D.W. (1985) ‘The effects of prolonged implementation of cooperative learning on social support within the classroom’ Journal of Psychology , 119:5 (1985: Sept) Johnson, D.W., Johnson, R.T. & Holubec, E.H. (1990) Circles of Learning – Cooperation in the Classroom Minnesota: Interaction Book Company Kagan, S. Dr. (1994) Cooperative Learning San Clemente, CA: Kagan McAlister, C. (2009) Is Cooperative Learning an Appropriate Pedagogy to Support the Four Capacities of Curriculum for Excellence? (available online at) http://theses.gla.ac.uk/885/ Scottish Government (2008) Curriculum for Excellence – Building the Curriculum 3 – A Framework for Learning and Teaching Edinburgh: The Scottish Government Scottish Executive (2002) National Debate on Education (available online at) http://www.scotland.gov.uk/News/Releases/2002/03/1316 Slavin, R.E. (1995) Cooperative Learning – Theory, Research and Practice (Second Edition) Boston: London Allyn & Bacon
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