The impact of the quality learning circle on facilitating the implementation and sustainability of cooperative learning

Abstract

Facilitating the transfer of theory to practice is a major challenge facing professional development providers. This study explores and examines the effectiveness of the Quality Learning Circle (QLC) as a model of professional development to enable teachers to implement and sustain cooperative learning in their classroom and for Resource Teachers: Learning and Behaviour (RTLB) to use in their work with teachers. The teachers in this study attended two workshops on cooperative learning prior to participating in seven QLC meetings. The effect of these QLC meetings on implementing and sustaining cooperative learning was evaluated and the participants' perceptions of the value of the QLC as a professional development model examined. Data collected from the questionnaires, semi-structured interviews, classroom observations and teacher logs were analysed and the findings show the QLC is a useful on-site, school-wide professional development tool for implementing and sustaining cooperative learning. The QLC provided the teachers with valuable ongoing collegial support as they implemented cooperative learning in their classrooms. Participating in the QLC gave the teachers numerous opportunities to learn from one another by sharing, observing, practising, problem-solving and reflecting on their practice in a supportive environment. The results also identified that strong facilitation was important for ensuring the group followed the set agenda and remained focused.