Shared Sharing Practice

Critical Skills in the languages class

Eight children using a globe

Process

The course was not subject-specific but Judit found it very enjoyable. The people attending learned about the methodology by experiencing it, by means of challenges, and by engaging in group and peer assessment. As the only person in the group teaching modern foreign languages, Judit thought a lot about how to apply the methodology in her teaching practice.

After the first three days of the block, the course trainers issued the challenge: 'Use the Critical Skills Programme model in the classroom.'

Judit found it hard at first but persevered and since then she continues to use this approach in her teaching.

She adds:

‘During discussions on the course, comparisons were made with co-operative learning but I think that CSP is more structured in getting pupils to work together. Before they start there are certain fundamental things that need to be done.

‘To be honest, I would say that CSP would not be so successful if it were used in modern languages all the time. Personally, I use it as an assessment at the end of a unit of work.’

The main ideas behind Critical Skills Programme

It is collaborative learning in a community where teachers and pupils support one another.

It is experiential learning because it creates an environment in which pupils are able to interact in real-life contexts, construct individual meaning, and engage in actions that reflect life outside school.

It is results-driven learning which engages pupils in thoughtfully designed experiences that ensure they practise and develop desired knowledge and skills.

It is problem-based learning as the challenges pose a problem for the pupils to solve as individuals, in small groups or as a full learning community.

The characteristics of a CSP classroom

The nine characteristics of a CSP classroom are:

  • Students frequently work in teams.
  • Students actively solve meaningful problems.
  • Students publicly exhibit their learning.
  • Students reflect on what they are learning and doing.
  • Students apply quality criteria to their work.
  • Teachers mediate, coach and support the learning process.
  • Targeted learning results guide culture, curriculum and assessment.
  • Work is interconnected.
  • Students take responsibility for and ownership of their learning and for the classroom community.