Cooperative Learning and English Language Learners

This strategy is very useful for English language learners. When these students have to opportunity to work in groups together they are able to learn from their peers. They will be required to use their language skills to communicate with their peers. They will benefit from this speaking

opportunity and may even learn new vocabulary from peers

Usage of Strategy

This strategy could be used for students in early childhood education through middle school. The research provided was completed within these age groups. This strategy could be documented through the completion of group assignments. Some examples may include a group project that the teacher would keep or a worksheet that students completed together. Teachers can explain to students that the benefit of working in groups is that each student can contribute different things. This can include new ideas or perspectives that others may not have thought of before. Every child in the class should be involved so that no one is left out.

Cooperative Learning Strategies February 6 2014

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Cooperative Learning Cooperative learning requires students to work together

on academic tasks for the benefit of all students involved. Teachers are able to use this strategy with a variety of

students and age groups. The strategy requires the teacher to have students in groups or partnerships where students are able to work together as a team. The teacher then needs to offer opportunities for students to work towards a common goal. Students are able to assist each other along the way so the entire team can reach the goal. Each member should participate in the group, often alternating responsibilities. Teachers should require active participation of each group member. Effectiveness

This strategy has been proven to be very effective. It is

beneficial for students with disabilities to work in groups with general education students for a variety of reasons. First students can observe how others interact. This helps these students to learn about appropriate responses and group dynamics. Students can also gain independence by learning routines through observation of others. It can also increase their social and language skills to be around regularly developing peers.

This strategy has been shown to be effective for students

with mild disabilities in general education classrooms from Kindergarten through middle school. It is useful for students with learning disabilities and intellectual disabilities because they can learn from their peers and build social skills. Students with emotional/behavioral disorders can observe other children’s actions. It can be helpful for ADHD students because they are able to talk, move and share their opinions. These strategies are also used in early childhood classrooms with children who have autism, down syndrome or a visual impairment. Other students in class can be helpful peers by offering examples of what to do. Students can learn from others around them.

Round-robin -Have students in table groups -Teacher poses a question -Each student takes a turn giving an answer in their group -Teacher walks around the room to listen for understanding. Reluctant Participants If students are reluctant to participate teachers can use a variety of methods to encourage participation. First, teachers should make sure that partnerships are conducive to active participation. If the student is nervous about sharing their opinion with others then try asking questions unrelated to course work to start off. This will help students build up their comfort level speaking about things that they already know.

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Options for Early Childhood Children can work with a partner or group on a variety of activities • Have children help each other cut out shapes from a piece of paper • During group time have one child demonstrate an action such as “clap your hands” then have other children clap together. • Have children complete a puzzle with a friend. Have each child take turns putting in pieces.

Options for

Elementary/Middle School Students are in groups where they complete a variety of activities together. -Read to one another -State predictions to each other -Summarize stories to one another -Write drafts and edit one each other’s work Students also complete practice work and team assessments together. Lastly, students are evaluated by a personal quiz or assessment. They may also be evaluated by an individually written composition.

Cooperative Learning Examples

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Children can work together on assignments and learn from each other when seated at table groups.

Sources Fore, C., Riser, S., & Boon, R. (2006). Implications of

Cooperative Learning and Educational Reform for Students with Mild Disabilities. Reading Improvement, 43(1), 3-12.

Harris, K. I., Pretti-Frontczak, K., & Brown, T. (2009). Peer-

Mediated Intervention: An Effective, Inclusive Strategy for All Young Children. YC: Young Children, 64(2), 43-49.

Jones, T., & Sterling, D. R. (2011). Cooperative Learning in an Inclusive Science Classroom. Science Scope, 35(3), 24-28.