COOPERATIVE LEARNING

COOPERATIVE LEARNING

In forming cooperative learning groups, consider each student’s strengths in the selected curriculum area, level of independence as a learner, skill at problem solving, and strength in group leadership and dynamics. You may consider other factors based on the task you plan to give the group. Example: If the group task involves producing a visual display, consider placing students with strong

artistic abilities in different groups.

Steps to Take Follow these steps to implement a cooperative group activity.

1. Define the task to be accomplished. Hold a conference with the group to determine the process the group will use, the products they will produce, and a method for evaluating the process and products. Timelines, contracts, and individual responsibilities may be set at this time, or these decisions may be made later by the group.

2. Monitor the effectiveness of the cooperative learning group and intervene to provide task assistance (answering questions and teaching task skills) or to refocus the group if necessary.

3. Assess your students’ skills by evaluating not only the group’s product or results, but the process used. Ask each student to evaluate the group’s performance—How well did the group collaborate? What “snags” did you encounter and how did you overcome them? Are you pleased with what the group produced? Why or why not? If you were starting over, what would you do differently?

A good rule of thumb: Cooperative learning activities are not only well suited for multi-age groups, they are also an excellent way to help students who are from different cultural backgrounds, or who are different physically and in gen- der, develop an awareness and appreciation of individual diversity.

Rule of Thumb

Cooperative Learning Activities

Documenting in detail the organization, procedures, and dynamics of structured cooperative learning is beyond the scope of this text. The following are activities you can use when students are grouped for learning.

• Create role cards for your students to use in cooperative learning groups. Under each role title, write a sentence describing the duties of the person holding that position in the group. Laminate the cards and reuse them

Ideas

throughout the year. Add cards as your students take on new projects. Make sure everyone in the group has an opportunity to play different roles: Reader, Questioner, Recorder, Editor, and so on.

• Direct each group to keep a group journal in which every student writes a sentence reflecting on the team experience—noting accomplishments and analyzing setbacks. Tip: Instead of using individual names, tell students to use I, we, and the group. Collect these journals to follow each group’s progress.

• Math—Add team spirit to individual timed math tests. Place students in groups and average their individual scores to come up with a “team score.” Challenge groups to beat their own team score with each new timed test given. Encourage them to celebrate their group’s improvement, even if it is only a few points.

62 IF22636 Skills for Successful Teaching

• Spelling—Give your students a basic spelling pretest. Tell each student to replace every correct

word with a more challenging one from a special bonus list. (This results in a different spelling list for each student.) Form study groups for spelling. Have them study their lists in their groups and test each other at the end of the week. (You score this test.) Finally, instruct students to share strategies they learned in the group for remembering tricky words.

• Reading—Pair students as reading partners within a small reading discussion group. Present a

topic to investigate. Ask each pair to read and discuss the topic, then share their findings or feelings with the group.