Edinburgh
5
Case Study
Co-operative Learning can be used with any year group at secondary school. Recently, Miss Paterson's Advanced Higher Modern Studies class used Co-operative Learning to find out more about the penal system in the UK, and in particular to critically assess types of punishments given by the Scottish justice system.
"A few months ago, I was preparing a lesson on punishment for my Advanced Higher class. Whilst I knew they would be interested in finding out more about this topic I knew this was a popular exam question and needed to find a way for all students to commit the advantages and disadvantages of each method of punishment to memory!
I decided on the academic aim:
I will be able to evaluate prison, community payback orders, restorative justice and electronic monitoring,
and the social aim:
I will be able to be persuasive and rebuff the arguments of my peers politely.
Students picked a name written in a particular colour out of a hat. Students found the rest of their group by finding those with the same colour of name which formed random groups to create positive interdependence. They then positioned themselves co-operatively, and got their voices on the table as an ice-breaker by sharing their proudest achievement. They were then given roles - encourager, time keeper and participant checker.
At stations around the room, the four types of punishment were written in the centre of a large piece of paper. Each group took turns to 'graffiti' the paper with the pros and cons of each. Where the groups finished dictated what type of punishment they were going to be responsible for.
The next part of the lesson was based on the show 'Dragon's Den'. Each group would have to prepare a speech using the graffitied paper to ask for funding to continue the punishment they were allocated. For example, the first group would ask the Dragons for £331 million to continue to provide the prison service for one year. The Dragons had been selected before it started based on the name they drew at the beginning of the lesson. This ensured everyone could achieve their social aim by being a presenter and a Dragon.
Each group prepared a presentation for the Dragons, hoping not to hear the words 'I'm out'! The Dragons were allowed to question all members of the group for individual accountability - for example, 're-offending rates are very high so why do you think I should invest in prisons?'
The class ended with reflection to ensure group processing. We discussed which type of punishment got the most investment thus achieving the academic aim. The social aim was evaluated in groups, identifying collective areas to improve rebuttals.
Overall, I was happy with how the lesson went, and hope that the students can remember this lesson really well... as this question DID come up in their exam in May!"