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Explore how Cooperative and Kinesthetic Learning methods enhance student engagement, collaboration, and skill development across various subjects. See how students analyze poetry using Cooperative Reading and engage in kinesthetic learning by measuring and renovating a classroom.
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This photo symbolises the core of my teaching practice – Cooperative Learning. The aim of this lesson was to analyse poetry using Cooperative Reading. Cooperative Reading is done in groups of four students with mixed ability; low, low-average, average-high and high. They sit facing each other and contribute equally to the process of analysing a text. The roles include Text Analyst, Code Breaker, Text Participant and Text User. The students in this photo are in my Level 2 English class (average ability). All of the students learn well in a cooperative learning environment. The lower ability kids have support and can contribute and learn from others. The average ability students facilitate the learning of the lower ability students and learn from the high flyers. The high functioning students also facilitate the learning of others. The students who might not learn as well with Cooperative Learning are the high flyers, as they may not be challenged enough. However the social learning that takes place is priceless for all students involved in the process. The strengths of Cooperative Learning are that all students are involved in the groups’ learning and each are able to achieve. The weakness of Cooperative Learning is if it is not structured correctly, some students may not contribute properly. This learning works best in all situations and that is why I use it across subjects. Traditionally testing has been carried out as an individual task only. Cooperative Learning however can be used to assess a group project. Students can be assessed on their individual contributions, team work and the final product. The reason that I believe in Cooperative Learning is that it gives students thinking and social skills they will use at work, after school. Cooperative
The learning taking place in this photo is a culmination of a term of work around a broad topic through different modes of learning and materials. The students used retrieval charts, Y Charts, PMIs (Positives, Negatives and Interesting), Venn Diagrams, DVDs, advertisements, news articles, websites, TV documentaries and much more to explore the topic of Generation Y. The students then applied their learning creatively to design a final response. The aim of the Exhibitions program was for students to explore a topic and sub topics, research an area of individual interest and then present a creative response to a ‘Round Table’ (consisting of parents, teachers, peers and a community member) in a multimodal way. All of the learners in Year 9 learnt well through this process. Each student presented a project to a Round Table and demonstrated learner transformation. The students who did not learn as well were students who found self motivation an issue. There were varying levels of achievement and I think the most beneficial thing was that each student had a chance to achieve at their level. The benefit of this learning was the research, presentation and confidence skills that students developed. Also, parents, teachers, peers and community members were able to listen to the students’ work and provide meaningful feedback. The weaknesses were that the technology sometimes failed and therefore students were not able to present all of their work. Also, access to technology at home was an issue in some instances. However, the school allowed students to access the technology at lunch times if needed. This type of learning works well over a term where students have time to really explore a concept in depth. It could be used in any subject. Exhibitions in a Multimodal Way
Kinesthetic learning is learning by doing. The student in this photo is in my Year 9, Level 3 (Level 1 being the most competent)Mathematics class. He is using a measuring tape to measure the dimensions of the classroom. The aim of this learning was for students to measure the dimensions of the classroom to later make a quote to refurbish it (see next slide). The purpose was to appropriately apply their skills in measuring using appropriate tools. The learners who learn well with kinesthetic learning are students who actually need to ‘do’, rather than watch. All students can benefit from ‘doing’ and trial and error. Once a student actually does something themselves, it helps them understand the process better. The students who learn less from kinesthetic leaning are visual and auditory learners who prefer to see a diagram or listen to an explanation. The strengths of Kinesthetic learning are that students actually ‘do’ and understand the process better. Also, all students can carry out the action and demonstrate to others how to do it properly. The weakness is that it can be time consuming. Kinesthetic learning works best when students can apply appropriately a physical skill that they have learnt. If the learning does not lend itself to physically carrying out a task, then kinesthetic learning can be difficult to plan in to that curriculum. It also works best in small groups where students can model and share ideas with each other. Kinesthetic
This is a photo of a work sample from my Year 9, Level 3 Mathematics class. The learning that is taking place is real life application. The aim of this learning was for students to work in groups to use their knowledge of area, surface area, measurement and number to submit a quote to refurbish their classroom. The students in my Level 3 Mathematics class mostly dislike the subject. They are not confident enough in their own abilities to give most things a try. I understand that majority of the students in my Mathematics class want to do a trade when they leave school and therefore try to make the learning as real as possible. This class responded well and used their skills to create realistic quotes. This learning suits students who struggle with written examples. Real life application is relevant, real and can be applied later in life. I don’t think any learner would learn less using this strategy unless it was overused in a meaningless way. The strengths of real life application learning are that the students use a range of tools, creative thinking and it is relevant. The weakness are that sometimes the processes are not done correctly because it is difficult for teachers to help all of the groups at once. In saying this, the groups should be encouraged help each other. Also, this activity needs a lot of structure. This type of learning works well in most subjects where the learning can be linked to the students life worlds and therefore made relevant. Get REAL
Drill The student in this photo is sharing his learning with the class. He was given questions to answer from other students. He then practiced equivalent fractions and explained his answers to the class. The aim of this learning is reinforcement. The student is revising skills learnt last term. The purpose is for the whole class to revise and relearn. This learning works well for students who struggle with concepts as they recall the basics before building upon them. Learners that learn less with this strategy are learners who need to explore the concepts behind basic skills. The strengths of drills is that they reinforce concepts and ability to complete things quickly. The disadvantage is that although the learning appears learner centered, they are not actually exploring their own ideas or thinking critically or analytically. This type of learning works well for revision of topics to reinforce ideas. Spelling, mathematic equations, scientific equations and other conceptual based lessons are ideal for this strategy.
“Let me out!” … priceless
