The Future of Education

The benefits of collaborative learning (CL) have been the subject of various research studies and analysis with more than 50 benefits identified for delivering CL. The EU project ‘CARMA – RMA and other non-formal learning methods for Student Motivation’ investigated the impact of CL on student motivation and participation in the classroom setting through testing non-formal learning (NFL) techniques in schools as a CL strategy to transform classroom practices and address early school leaving (ESL). The methodology was designed as a consolidated process to transfer innovative teaching methods to school practices. A cohort of 7 organisations in Italy, France, Portugal, Spain, Belgium, Austria and Turkey worked with secondary school teachers and students aged 11-18 and those identified at risk of ESL. The Reciprocal Maieutic Approach (RMA) of Danilo Dolci (a dialectic method of inquiry and “popular self-analysis” for empowerment of communities and individuals, defined as a “process of collective exploration that takes, as a departure point, the experience and the intuition of individuals), was used as a collaborative formative assessment to monitor students’ progress after delivering NFL in the classrooms. Teachers’ skills in the delivery of CL was strengthened and enabled them to measure their students’ progress and gain a deeper understanding of the impact of CL in their own teaching through RMA. CARMA provided clear evidence that NFL methods can be effectively used in schools to increase the motivation of students at risk of ESL and make a positive change to student engagement. Teachers expressed high levels of classroom interaction among their students, the level of participation and motivation of their students especially the ones who normally do not participate massively increased. Teachers were able to adapt the methods according to their students’ needs, analyse and reinforce own needs and skills, develop own learning plan whilst more aware that their role as facilitators can be of great importance, rather than only a teacher delivering the knowledge. Learning from the methodology has provided an important input for developing policies and practices to foster inclusive education and reduce ESL and the adoption of the recommendations across school systems in supporting professional pathways of teachers in CL.

Keywords: CARMA, Non-formal education, Reciprocal Maieutic Approach (RMA), early school leaving, student motivation and participation;

References:
[1] Johnson, D.W. and Johnson, R.T. (1989). Cooperation and Competition Theory and Research. Edina, Minnesota; USA. Interaction Book Co. publishing
[2] Panitz, T. (1999). Benefits of Cooperative Learning in Relation to Student. Motivation. In M. Theall (Ed.), Motivation from within: Approaches for Encouraging Faculty and Students to Excel, New Directions for Teaching and Learning (pp. 59-68). San Francisco, CA: Josey-Bass Publishing
[3] www.carma-project.eu
[4] Danilo Dolci, (1996), La struttura maieutica e l’evolverci, Scandicci, La Nuova Italia