Collaborative Learning

In This Revolutionary College Students Manage Their Own Learning

How far can students be left to organise their own learning, with teachers stepping back into the role of facilitators? All the way, asserts head Ian Cunningham

The Self-Managed Learning (SML) College caters for up to 42, 9 to 16-year-olds who are not in school. The students have chosen not to be in school for a wide variety of reasons. In some cases, because parents want to use a different approach to school and in other cases young people found school impossible, due to bullying, their autism or other factors producing increased stress and anxiety.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#36709"
  ["title"]=>
  string(22) "Collaborative Learning"
  ["categories"]=>
  array(2) {
    [0]=>
    string(10) "Leadership"
    [1]=>
    string(16) "Leading Learning"
  }
  ["url"]=>
  string(53) "https://www.teachingtimes.com/collaborative-learning/"
  ["post_date_timestamp"]=>
  int(1241961964)
  ["objectID"]=>
  string(12) "post-36709-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(109) "Chris Watkins takes a closer look at collaboration between pupils: why do they enjoy it and how does it work?"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(2) "

"
      ["matchLevel"]=>
      string(4) "none"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(40) "Collaborative Learning"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(true)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(13) "collaborative"
        [1]=>
        string(8) "learning"
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(109) "Chris Watkins takes a closer look at collaboration between pupils: why do they enjoy it and how does it work?"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(3) {
      ["value"]=>
      string(2) "

"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(25) "Leading Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
    }
  }
}

Leadership

Collaborative Learning

10 May 2009

array(8) {
  ["distinct_key"]=>
  string(10) "post#34475"
  ["title"]=>
  string(43) "Consultant heads and collaborative learning"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(74) "https://www.teachingtimes.com/consultant-heads-and-collaborative-learning/"
  ["post_date_timestamp"]=>
  int(1164384490)
  ["objectID"]=>
  string(12) "post-34475-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(114) "The age of competition between is over  and now that schools are putting their heads together  everyone's a winner"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(371) "... typical for these headteachers to work with other consultantleaders in their own schools to underlinehow expertise is shared across the model.This new landscape of collaborativelearning and the deployment of headteachers as experts to advise other headteachers represent a welcome sea changein terms of quality assuring schoolmanagement. Of course, there ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(52) "Consultant heads and collaborative learning"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(13) "collaborative"
        [1]=>
        string(8) "learning"
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(114) "The age of competition between is over  and now that schools are putting their heads together  everyone's a winner"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(2312) "Leadership Programme hasbeen developed by the National PrimaryStrategy, although the National Collegefor School Leadership has provided themotor by drawing on elements of theConsultant Leader Programme.The fundamental aim of thisprogramme is to make time for theleadership of the school, working with alocal and experienced colleague, toreview curriculum, staffing and theneeds of the pupils within the context oflearning and school leadership. Whereissues are identified, local support will beused to prioritise responses and toaddress concerns.Up to 5,000 primary schools areexpected to join this programme in 2004–05. The programme is run within localeducational authorities which recruit theirown head teachers to become primarystrategy consultant leaders. These headteachers then work with the participatingschools to raise attainment by workingwith other head teachers and governors.They are also expected to introduce and tomonitor the impact of the remodellingagenda in schools.The role takes them out of their ownschools for approximately 10 per cent ofthe working week but it is assumed thatthe interdependence they are fosteringwill feed back in benefits for their ownschools. It is typical for these headteachers to work with other consultantleaders in their own schools to underlinehow expertise is shared across the model.This new landscape of collaborativelearning and the deployment of headteachers as experts to advise other headteachers represent a welcome sea changein terms of quality assuring schoolmanagement. Of course, there are possibleflaws in the system. Local arrangementsare always in danger of becoming tooformalised or too comfortable, and if ahead teacher and an external advisercannot find the mutual trust to worktogether then the performance reviewwill not be a success.However, given the evident successof the current schemes, it is more likelythat the peer-based coaching practicesof support and challenge will percolatedown into other levels of the school.Many schools are already using triad-based coaching, whereby groups ofthree teachers from different areas ofthe school and with differingresponsibilities discuss their work andobserve one another teaching over thecourse of a term. Essentially, they are inthe process of becoming their ownconsultant leaders."
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(13) "collaborative"
        [1]=>
        string(8) "learning"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Consultant heads and collaborative learning

24 Nov 2006

array(8) {
  ["distinct_key"]=>
  string(10) "post#44101"
  ["title"]=>
  string(64) "Olympic and Paralympic Values - What Have They Ever Done For Us?"
  ["categories"]=>
  array(4) {
    [0]=>
    string(9) "Inclusion"
    [1]=>
    string(10) "Resilience"
    [2]=>
    string(13) "Special Needs"
    [3]=>
    string(9) "Wellbeing"
  }
  ["url"]=>
  string(59) "https://www.teachingtimes.com/ecj64olympicparalympicvalues/"
  ["post_date_timestamp"]=>
  int(1523962183)
  ["objectID"]=>
  string(12) "post-44101-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(294) "As an antidote to an increasingly narrow curriculum, Park House School in Newbury adopted the Olympian values of the Get Set programme for its extra – curricular learning. It has transformed the outlook of the pupils towards those less fortunate than they are, explains Derek Peaple."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(335) "... of a curriculum offer and assessment framework making  extra-curricular provision all the more vital to young people’s experience of school and enjoyment of learning, I’m somewhat loath to leave the last words Ofsted! However, these observations from our 2012 and 2016 Reports respectively do both capture our ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(64) "Olympic and Paralympic Values - What Have They Ever Done For Us?"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Derek Peaple"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(294) "As an antidote to an increasingly narrow curriculum, Park House School in Newbury adopted the Olympian values of the Get Set programme for its extra – curricular learning. It has transformed the outlook of the pupils towards those less fortunate than they are, explains Derek Peaple."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(8) "learning"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(2749) "specialisms. College Tutors provide challenging initial stimulus lectures around a range of inter-disciplinary Olympic themes: ‘Sporting Heroes of the Ancient and Modern World ‘ ‘The Politics and Propaganda of the Games’ and ‘The Physics of Paralympic Performance’, for example – with students developing their own presentations in response and being offered the opportunity to take part in an Oxford Union-style debate – further building on our Enrichment offer – around the most contentious of the issues raised. ConclusionsIn the context of my introductory comments about the narrowing of a curriculum offer and assessment framework making  extra-curricular provision all the more vital to young people’s experience of school and enjoyment of learning, I’m somewhat loath to leave the last words Ofsted! However, these observations from our 2012 and 2016 Reports respectively do both capture our intent and offer affirmation:“The school’s commitment to recognising each student’s success is evident in all aspects of school life. Students are directly involved in a range of collaborative projects, including those with local primary school pupils, schools internationally and local, community-based projects…. These rich and memorable experiences promote students’ good social, moral, spiritual and cultural development”.“Leaders have placed a high emphasis on the importance of developing pupils into fully rounded adults. The promotion of pupils’ social, spiritual, moral and cultural development is a real strength of the school. Many pupils engage in a wide range of clubs and activities”.So, there is clearly very great value in values-themed activity; they do indeed do a great deal for us.Derek Peaple is the headteacher at Park House School.ReferencesSee, for example, ‘This is the one skill your child needs for the future’ 15 September 2017 https://www.weforum.org/agenda/2017/09/skills-children-need-work-future-play-legoGet Set was the official London 2012 education programme, designed to deliver against Lord Coe’s vision to use the Games to inspire a generation of young people. It  aimed to give all young people the chance to learn about  the Olympic Values of friendship, excellence and respect and the Paralympic Values of inspiration, determination, courage and equality.For more information on the competition see http://www.debatingmatters.com/about/See http://news.bbc.co.uk/sport1/hi/olympic_games/world_olympic_dreams/9531948.stm for more information on the BBC World Olympic Dreams programme, which linked a UK school with an international school that had produced an Olympic or Paralympic athlete and a feature on our partnership"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(13) "collaborative"
        [1]=>
        string(8) "learning"
      }
    }
    ["categories"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(10) "Resilience"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(9) "Wellbeing"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(5) {
      [0]=>
      array(4) {
        ["value"]=>
        string(40) "Collaborative Learning"
        ["matchLevel"]=>
        string(4) "full"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(13) "collaborative"
          [1]=>
          string(8) "learning"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(18) "community projects"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(10) "enrichment"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(15) "extracurricular"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(19) "social disadvantage"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Inclusion

Olympic and Paralympic Values - What Have They Ever Done For Us?

17 Apr 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#43644"
  ["title"]=>
  string(42) "Making the case for Project Based Learning"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(59) "https://www.teachingtimes.com/ctl72-project-based-learning/"
  ["post_date_timestamp"]=>
  int(1497956785)
  ["objectID"]=>
  string(12) "post-43644-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(233) "One of the biggest hurdles to overcome in enquiry and project based learning within schools is convincing people of its merits in the first place. David Leat, Rachel Lofthouse and Ulrike Thomas provide some helpful guidance."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(355) "... Curriculum Innovation and Director for the Research Centre for Learning and Teaching at the University of Newcastle.Rachel Lofthouse is the Head of Education in the School of Education, Communication and Language Sciences at Newcastle University.Ulrike Thomas is a research associate at the Research Centre for Learning and Teaching."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(51) "Making the case for Project Based Learning"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(8) "learning"
      }
    }
    ["author"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "David Leat"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(16) "Rachel Lofthouse"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(13) "Ulrike Thomas"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(233) "One of the biggest hurdles to overcome in enquiry and project based learning within schools is convincing people of its merits in the first place. David Leat, Rachel Lofthouse and Ulrike Thomas provide some helpful guidance."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(8) "learning"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5566) "attitudes necessary for success in their next stage of education, training or employment and for their adult life.Pupils are self-disciplined.Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.Professional learning task: Establishing community buy-ina. Try to identify and list the key features of your wider community context which could be used as assets in your school’s curriculumb. What local community resources can be gathered which could be used valuably in enquiry and project based work?c. How can the local community be utilized to help create learning experiences that are engaging for children from all backgroundsChallenges of the C21stAs implied by C21st skills there are particular challenges facing young people, both in terms of opportunities and threats. When a school reflects on its mission or purpose and tries to articulate its broader values then consideration of such issues is pressing. Examination results are important but so are some of the following:InequalityThe digital revolution – the spread of digital technology is changing society rapidly, changing the patterns of working and social life;EmploymentHousing, Climate Change, EnvironmentThere is abundant evidence about the growing inequalities in many countries recorded by such books as The Spirit Level (Wilkinson & Pickett, 2010). In the last 20 years we have seen a widening gulf between those who might be called the global elite, who move between countries for employment and were educated at elite universities, and the rest. The digital revolution means that many managerial and administrative roles that university graduates would have gone into have been automated (Brown, Ashton & Lauder, 2011). The middle classes have been hollowed out. In addition, many manual jobs have disappeared and the removal of immigration controls means that wages for such jobs have been suppressed. The report, Is Britain Fairer? (Equality and Human Rights Commission, 2015), showed that during the recession and up to 2013, people aged under 34 were hit by the steepest drops in pay and employment, had less access to decent housing and better paid jobs, and were experiencing deepening levels of poverty. The unemployment rate for 16- to 24-year-olds stood at 14.8% for the three months to August 2105, according to official figures, with some 683,000 classed as unemployed. That rate was higher than the 13.8% recorded for the three months to February 2008 – before the financial downturn struck. Evidence shows that although young people have high aspirations they often overly influenced by jobs profiled in the media and remain mainly ignorant of better paid jobs in which there are skill shortages. Careers advice has been a woeful casualty of recent government cuts and policy changes.The digital revolution is reshaping our lives so rapidly that it is hard to get a sense of the significance. People are more connected; they have a world of knowledge at their fingertips, there is more participation in public events through social media; ‘big data’ is revolutionising how advertising is planned and targeted; and retailing and consumerism are being transformed. But there are downsides in terms of how much one reveals about oneself and to whom, who has access to the data about our lives and the degree of social bullying and ‘trolling’ that can surface.The environment and housing crises are the stuff of nightmares. Global warming, mass species extinctions, water shortages, soil erosion, coral depletion and over- fishing are all major issues in themselves but they become more acute through the consequent mass migrations that can be triggered. The UK had net annual migration of around 300,000 in the last year; this is a rising trend and puts enormous strain on housing and public services. House prices have risen steeply as house building has stagnated, making owning even a flat beyond the reach of most young people.All these issues contribute to a growing phenomenon amongst the young which is termed: precarity (Standing, 2011). This is the condition of existence without predictability or security, affecting material and/or psychological welfare. Specifically, it is applied to the state of intermittent or underemployment and the resultant precarious existence. It can lead to a sense of hopelessness and depression amongst the losers in the employment market, who may be well qualified. We cannot and would not claim that EPBL is an antidote to this litany of challenges but we would say that it is likely to be a better preparation than the more limited focus on ‘standards’. After all curriculum is an expression of how we see the future of our society.Professional Learning Task: Persuasive tacticsa. Do you think it is the job of schools to tackle such issues?b. What argument would you stress most with fellow staff (feel free to go beyond those suggested)?c. What argument would you use with students?d. How would you make the pitch for EPBL with parents and would you stress different aspects with different ‘demographics’?David Leat is Professor of Curriculum Innovation and Director for the Research Centre for Learning and Teaching at the University of Newcastle.Rachel Lofthouse is the Head of Education in the School of Education, Communication and Language Sciences at Newcastle University.Ulrike Thomas is a research associate at the Research Centre for Learning and Teaching."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(8) "learning"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(4) {
        ["value"]=>
        string(41) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
    }
    ["tags"]=>
    array(6) {
      [0]=>
      array(4) {
        ["value"]=>
        string(40) "Collaborative Learning"
        ["matchLevel"]=>
        string(4) "full"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(13) "collaborative"
          [1]=>
          string(8) "learning"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "Communication Skills"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(11) "communities"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(13) "enquiry-based"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(4) {
        ["value"]=>
        string(31) "Project based learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(13) "social skills"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Making the case for Project Based Learning

20 Jun 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#44419"
  ["title"]=>
  string(35) "Thriving Through Competitive Gaming"
  ["categories"]=>
  array(8) {
    [0]=>
    string(32) "Creative Teaching & Learning"
    [1]=>
    string(30) "Gaming and Play-Based Learning"
    [2]=>
    string(20) "Independent Learning"
    [3]=>
    string(7) "Post-16"
    [4]=>
    string(15) "Problem-Solving"
    [5]=>
    string(22) "Project-Based Learning"
    [6]=>
    string(12) "Sport and PE"
    [7]=>
    string(10) "Vocational"
  }
  ["url"]=>
  string(63) "https://www.teachingtimes.com/thrivingthroughcompetitivegaming/"
  ["post_date_timestamp"]=>
  int(1539167355)
  ["objectID"]=>
  string(12) "post-44419-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(251) "Through a new initiative in California, students can pursue their love of competitive gaming while developing career skills and fulfilling curriculum requirements. Professor Constance Steinkuehler explains this new form of connected learning."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(399) "... of the VS Games Conference, 5-7 September, Weiberg Germany.Career Technical Education (CTE) Model Curriculum Standards. (2018). Retrieved from https://www.careertech.org/cctc.Collaborative for Academic, Social, and Emotional Learning (CASEL). (2018). Core SEL Competencies. Retrieved from https://casel.org/core-competencies/Cheuk, T. (2013). Relationships and convergences ..."
      ["matchLevel"]=>
      string(4) "full"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(35) "Thriving Through Competitive Gaming"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(22) "Constance Steinkuehler"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(251) "Through a new initiative in California, students can pursue their love of competitive gaming while developing career skills and fulfilling curriculum requirements. Professor Constance Steinkuehler explains this new form of connected learning."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(8) "learning"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4515) "CultureUnit 3: Lore Building1: Mythological Influences on Esports2: Narrative Writing: Creating a Backstory3: Marketing as a Means for Building LoreUnit 4: What IS the Quest?1: Analysis: Live Tournament Breakdown2: Developing a Business Plan3: Formal Presentation: Tournament ProposalUnit 5: There Be Dragons Here!1: Reorganisation into Divisions2: Choice Writing: Exploring Grit through the Hero’s Journey3: Contingency PlanningUnit 6: Transformers1: Writing for an Audience: Gladwell’s Recipe for Success2: Discussion: Defining & Working within a Budget3: Persuasive Speaking: The Elevator PitchUnit 7: “Do, or do not.  There is no try.”1: Stakeholder Communication: Finalising Event Website2: Script Writing: Final Event Preparation3: Mock Tournament Run Through and ReflectionUnit 8: The Dragon’s Lair1: Event Post-Mortem and ReflectionThis new curriculum builds on the same pedagogical models and activities as the esports clubs, but it more systematically introduces students to core reading, writing, and communication skills across the levels that represent the various esports roles within the ecosystem (Figure 2). Each grade level ties ELA to one of four fundamental Career Technical Education pathways: Game Design (grade 9), Entrepreneurship (grade 10), Marketing (grade 11), and Hospitality (grade 12). Students can take one year or multiple years, opting in and out of the course sequence as they choose, in order to provide maximum flexibility for learners and teachers. Ideally, by year three of the NASEF league, students will be running the team websites, promotions, fundraising, and league championship event themselves, with adults taking a side seat as guides and mentors for their work. Final CommentsRejecting and denigrating the passions and interests of young people is, in our view, to land on the wrong side of history, Instead, we choose to meet students where they are and use those contexts as sites for their intellectual, social, and civic development. NASEF connects students’ passion for esports to thinking and reasoning, which have been long valued in classrooms, and caring mentors and near peers who can shape participants’ online and gaming lives in positive was. In so doing, we hope to raise not only more connected, resilient and engaged students but also better citizens of the increasing networked and cosmopolitan world.Constance Steinkuehler is a Professor of Informatics at the University of California, Irvine where she researches the cognitive and social aspects of esports and multiplayer online videogames. She formerly served as Senior Policy Analyst under the Obama administration in the White House Office of Science and Technology Policy, advising on games and digital media.References“About the Federation.” (2018, August 20). Retrieved from http://esportsfed.org/about/about-the-federationAnderson, Tsaasan, Reitman, Lee, Wu, Steele, Turner & Steinkuehler (2018). Understanding Esports as a STEM Career Ready Curriculum in the Wild. In the Proceedings of the VS Games Conference, 5-7 September, Weiberg Germany.Career Technical Education (CTE) Model Curriculum Standards. (2018). Retrieved from https://www.careertech.org/cctc.Collaborative for Academic, Social, and Emotional Learning (CASEL). (2018). Core SEL Competencies. Retrieved from https://casel.org/core-competencies/Cheuk, T. (2013). Relationships and convergences among the mathematics, science, and ELA practices. Refined version of diagram created by the Understanding Language Initiative for ELP Standards. Palo Alto, CA: Stanford University.Gee, J.P. (2005). Semiotic socials spaces and affinity spaces: From The Age of Mythology to today’s schools. In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Language, power and social context (pp. 214–232). Cambridge: Cambridge University Press.Ito, M., Horst, H. A., Antin, J., Finn, M., Law, A., Manion, A., … Yardi, S. (2013). Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media. Cambridge, Mass.: The MIT Press.NASEF Curriculum (2018). Retrieved from http://www.esportsfed.org/resources/curriculum/english-12-and-hospitality/Perez, M. (2018, February 21). Esports to grow substantially and near billion-dollar revenues in 2018. Forbes Magazine. Retrieved 16 August 2018 from https://www.forbes.com/sites/mattperez/2018/02/21/report-esports-to-grow-substantially-and-near-a-billion-dollar-revenues-in-2018/"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(13) "collaborative"
        [1]=>
        string(8) "learning"
      }
    }
    ["categories"]=>
    array(8) {
      [0]=>
      array(4) {
        ["value"]=>
        string(41) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(39) "Gaming and Play-Based Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
      [2]=>
      array(4) {
        ["value"]=>
        string(29) "Independent Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(7) "Post-16"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(15) "Problem-Solving"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(4) {
        ["value"]=>
        string(31) "Project-Based Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(12) "Sport and PE"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(10) "Vocational"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(9) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "collaboration"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(40) "Collaborative Learning"
        ["matchLevel"]=>
        string(4) "full"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(13) "collaborative"
          [1]=>
          string(8) "learning"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(20) "Communication Skills"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(11) "competition"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(10) "Curriculum"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(4) {
        ["value"]=>
        string(29) "learning environment"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(15) "popular culture"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(11) "video games"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [8]=>
      array(3) {
        ["value"]=>
        string(11) "whole group"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Thriving Through Competitive Gaming

10 Oct 2018

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£7.00+ VAT

Register for free

Cookies