Renfrewshire Building Bridges case study
PDF file: Renfrewshire Building Bridges case studyArkleston Primary School and Renfrew High School
Renfrew High School, with a roll of 900 pupils, serves an area which is a mixture of local authority and private housing. Arkleston is one of four associated primaries and has a roll of 380. There is a history of well-established cluster liaison.
The project investigated collaborative learning opportunities, with peer and self-assessment in the primary school and the replication of those techniques in raising attainment in secondary. Work in the primary school would also concentrate on Critical Skills methodology to improve talk. A written outcome would be produced through a series of linked challenges.
A harmonious and industrious atmosphere to promote community building was established. Extensive pre-task activities encouraged problem solving associated with initial group work. These activities were essential in preparation for the increasing challenges of the work and for welding groups into effective learning units.
Progress was made through a series of stepped challenges involving persuasive talk, developing an awareness of audience and modelling writing exercises. The final product was a piece of persuasive writing.
The researchers were convinced that their methodology had allowed children to handle complex materials successfully and to complete challenging tasks. The more able assisted the less able to get things done and there was an increased sense of responsibility and ownership. For practitioners, their challenge is to sustain and expand the programme. This experience has encouraged reflection, raised their confidence levels and left them with a sense of empowerment. They are willing to be peer mentors for others interested in travelling down the same path.
Feedback from John McDonald, Arkleston Primary
'This project has changed the way we teach forever !!! '
Our project centred on using a collaborative learning process (CRITICAL SKILLS) to raise attainment in literacy. Using a collaborative learning approach in language was something very new to all of us involved, a real step outside our comfort zone.
Ordinarily we would have delivered a series of direct teaching lessons, but in deciding to teach this way we had to adapt many if not all of our teaching practises and generate specially designed challenges, planning, coaching and assessment tools. However, it was well worth the effort, we saw pupils we knew very well working in a totally different and more meaningful way.
'The process has allowed me to unlock potential in pupils which wouldn't otherwise been possible using traditional teaching methods.'
The project had a huge impact on pupil's learning , it improved relationships between pupils, boosted self motivation, increased involvement and participation in learning and they had fun whilst achieving great success.
'I felt excited about the challenges because I was experiencing something new. I was able to use the 'rubric' to set goals for my next activity, I knew what I had to improve on.'