Implementing Cooperative Learning and Goal Setting in a Middle School After School Program to Influence Student Self-Efficacy and Community-Building

Presenter

Arianna M. Gaston

Campus

UMass Amherst

Sponsor

Ellen Correa, Department of Civic Engagement & Service-Learning, UMass Amherst

Schedule

Session 5, 3:30 PM - 4:15 PM [Schedule by Time][Poster Grid for Time/Location]

Location

Poster Board C25, Poster Showcase Room (163), Row 3 (C21-C30) [Poster Location Map]

Abstract

We must provide comprehensive and empowering education for all students. However, schools within certain demographics lack equal or equitable access to resources and materials that would allow all students to thrive and be successful (Darling-Hammond, 2001). To address the systemic inequalities students may face within their schooling hours, afterschool programs like VELA, my community partner for this project, are spaces curated to bridge these gaps (About Us., n.d.). VELA is an afterschool program hosted in Amherst Regional Middle School serving all students with a particular focus on those from marginalized communities including English Language Learners (ELLs), students with learning disabilities, and students of color. Students from these groups must understand the power they hold on an individual level and collectively. A key aspect of empowerment is providing a group with the necessary tools to thrive. This project centers cooperative learning, students working in groups to develop their knowledge and work with one another to achieve a shared goal, and adaptive perfectionism, when a person can adapt their expectations of a task or idea based on the circumstances allowing them to set more realistic and attainable goals, as methods to foster community. I developed and will implement lessons to strengthen students' self-efficacy and promote community building through cooperative learning activities. These activities aim to hold student attention while also allowing for play and learning to happen. Students from historically underserved groups should have the opportunity to express themselves creatively and learn about both themselves and their peers, with the expectation that they will translate these skills into real-world contexts.

Keywords

Education, Student Achievement , Community Building , Marginalized Communities

Research Area

Education & Educational Research

SIMILAR ABSTRACTS (BY KEYWORD)