01 SES 04 C, Mentoring
This paper presents some results of the research project “Case studies about developing and consultancy process of an educative support program for supporting inclusive practices". The present paper focuses on the objective “Develop a comprehensive strategy for counselling / training process structured in phases, tasks and discursive resources for the consultant for the incorporation of inclusive practices by means of cooperative learning in usual practices of teachers.”
The overall hypothesis in the project was: “the introduction of a cooperative structuring of classroom activity, related to the ICTs, integrated in an Educational Support Program, by means of a counselling / training process aimed at the improvement of educational practices among teaching staff that contributes to increasing the level of inclusion of students with disabilities in ordinary classrooms”.
The theoretical framework for developing the Project was the results of our research about personalization, self-regulation and cooperation (Pujolàs et alt. 2011). One of the most important outcomes of this project was the support program for inclusive practices "Cooperating to Learn, Learning to Cooperate" (CL/LC Program), name that take the Slawin’s work (Slawin, that is an important reference for the Program). This is the result of our research between 2008 - 2010 (Pujolàs, 2008, 2009), following the approach of Kagan (1999), Johnson and Johnson (1997), and Putnam, (2009). The research has allowed us to create a joint proposal to introduce cooperative learning to improve inclusive practices in the schools, with which we have conducted various counselling / training process in schools (Lago, Pujolas and Naranjo 2011).
The CL/LC Program articulates a set of educational resources organized in three closely related intervention areas: area A; which includes resources linked to improve the cohesion of the group, area B; which contains a series of cooperative activity structures to organise the teaching of the content of the curriculum areas, this is, work in teams to teach curriculum as a resource, and the area of intervention C, which includes actions aimed at teaching pupils and students, in an explicit and systematic way, to work in teams.
At the same time the results of our research have allowed us to create a strategy of a counselling / training process to help the process of cooperative learning introduction (Pujolàs and Lago, 2011) that take as reference the concept of the meaning of the change process, its key components and phases that Fullan (2002) provides, Ainscow’s, Hopkin's, and West Soutworth’s (2001) research on school improvement and the programs focused on cooperative learning made by Slavin and Madden (1998).
The development of CL/LC Program had two levels: an individual level and a collective level. In the Introduction stage, during more or less an academic year. At individual level the teacher offers a "taste" of the CL / LC Program applying certain group dynamics and cooperative structures in a didactic unit. At collective level a first group of teachers (supported by the CL/LC Program coordinator) coordinate and evaluate together the first application of each area. Starting in the second year, we spend two years on the generalization stage. At individual level the teacher applies CL / LC Program in a more systematic way in some areas and/or in a group. At collective level the first group applies the program and supports, together with the coordinator a second group of teachers who start to develop the coordinated CL/LC Program. In the third year, we enter the consolidation stage, at individual level and at the same time in the school, cooperative learning is incorporated into the educative project as a unique feature of the centre and creates permanent structures coordinating.
- Ainscow, M.; Bereford, J.; Harris, A.; Hopkins, D. & West, M. (2001). Crear condiciones para la mejora del trabajo en el aula. Madrid: Narcea. - Fullan, M. (2002). Los nuevos significados del cambio en educación. Barcelona: Octaedro. - Johnson, R. T. & Johnson, D.W. (1997). Una visió global de l’aprenentatge cooperatiu. In Suports, revista catalana d’educació especial i atenció a la diversitat, vol. 1, núm. 1, 54-64. - Kagan, S. (1999). Cooperative Learning. San Clemente. Resources for Teachers, Inc. - Lago, J.R., Pujolàs, P. & Naranjo, M. (2011). Aprender cooperando para enseñar a cooperar: procesos de formación/asesoramiento para el desarrollo del Programa CA/AC. Aula. Revista de Pedagogía de la Universidad de Salamanca. 17, 89-106. - Pujolàs, P. (2008). Nueve ideas clave: El aprendizaje cooperativo. Barcelona: Graó. - Pujolàs, P. (2009). La calidad en los equipos de aprendizaje cooperativo. Algunas consideraciones para el cálculo del grado de cooperatividad. Revista de Educación: 349, 225-239. - Pujolàs, P. & Lago, J.R. (2011). El asesoramiento para la transformación de las aulas en escenarios cooperativos. In E. Martin & J. Onrubia (Coords). Orientación educativa y procesos de innovación y mejora de la enseñanza, (pp. 121-142). Barcelona: Graó. - Pujolàs P.; Riera R.; Pedragosa O. & Lago J.R. (2011). The Programme Cooperating to learn/Learning to Cooperate as a tool for inclusion of all students in regular classrooms. ECER. Cadiz. - Putnam, J.W. (2009). Cooperative learning for inclusion. In P. Hick, P. Farrel & R. Kershner: Psychology for inclusive education: new directions in theory and practice, (pp. 81-96). New York: Routledge. - Slavin, R. E., et alt. (Eds.) (1985). Learning to cooperate, cooperating to learn. New York: Plenum Press - Slavin, R. E. & Madden, N. (1998). Disseminating success for all. Baltimore: John Hopkins Univ.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.