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Cooperative learning techniques

PRAIRIE FIRE
On a transparency write team numbers/names and a comprehension or knowledge level
question related to course content. Ask students to join a learning teams of four or five,
show the overhead, allow 2-3 minutes for each team to determine the correct answer to
their team's question. With all the attention back to the questions on the overhead move
swiftly around the room—like a Prairie Fire—asking each cooperative learning team to
report the answer to their team's question. Note the answer on the overhead. Ask
students to record the questions and answers in their notes. After all teams have
responded to the questions, ask all teams to check answers. Clarify team responses as
necessary. Use this cooperative learning activity without an overhead projector by
assigning questions for student teams. At the close of the team's discussion, the
responding member of each team stands and announces the team's answer. Team
responses move across the room like Prairie Fire
Goals: Cognitive Processing, Critical Thinking, Performance Assessment
PARKING LOT
This cooperative learning tool is similar to the TQM tool of the Issue Bin. "Park" a question
or issue that arises during the class period that needs to be held for discussion at a more
appropriate time on the chalkboard Parking Lot. At the end of the class revisit any items
in the Parking Lot. The instructor may choose to answer the question or may ask one of
the cooperative learning teams to become the Expert Team and come prepared to share
information on the Parking Lot during the next class period. Give each team an
opportunity to work on the Parking Lot and provide rewards for their efforts.
Goals: Class and Time Management, Cognitive Processing, Critical Thinking
ALL IN ONE
use this cooperative learning tool as a getting acquainted activity. Organize students in
teams of four or five. Provide each team with a pocket folder. As students discuss, ask
them to write words or phrases on the outside of the pocket folder that represent
individual differences; on the inside they represent their similarities. Students determine
and All In One team name. The pocket folder becomes the team's All in One Folder.
Collect and return all assignments through the folder. All In One teams meet together at
the beginning of each college class period to provide relational support. Teams work
together at appointed times throughout the term to process course content, critically
analyze key content issues, and make application of course content to "real-life" settings.
Goals: Teambuilding, Cooperative Classroom Management, Group and Processing and
Social Skill Development
NUMBERED HEADS TOGETHER
All cooperative learning team members review content outside of class and understand
that each member is to be held accountable for all academic information covered. During
class, students on teams number off- becoming Numbered Heads Together. The instructor
announces a number and poses a content-specific question. The Numbered Head from
each cooperative learning group must answer the question for the team. At least one
question for each team member provides the opportunity for students to make
meaningful contributions to the team's Numbered Head's Together success. Reward all

Goals: Cognitive Processing. peer coaching or problem solving in the college classroom. Corners can be a teambuilding experience by asking students to report to corners based upon style of shoes. Increased demands for college student graduates with competencies not only in cognitive achievement. then pair with a partner to work as a team to check. practice and review for mastery of course content. Pairs-Check allows student's time on task to master knowledge and skills. These become the labels for the classroom corners. teambuilding. When students arrive at the classroom corner. Performance Assessment CORNERS This cooperative learning tool used the corners of the classroom. Critical Thinking. The research on cooperative learning focuses both on the academic achievement gains associated with cooperative learning and with the social and affective outcomes of cooperative learning. or academic concepts prior to beginning the activity. experience. give hem an academic task. parts of a theory. Group Processing. Critical Thinking. and evaluation of a given lesson Goals: Cognitive Processing. knowledge. This tool can be used successfully for test review of academic material. Identify four subdivisions of a unit of instruction. Cooperative learning provides college faculty and students with opportunities to achieve the following mutual cognitive and affective educational goals. PAIRS CHECK College students complete individual academic tasks. etc. value. Announce corners. COGNITIVE GOALS: Increases student time on task Reinforces learning and information processing ensures that knowledge is created. understanding. After preparation time the Corner teams may present their work to the class for their corner. Performance Assessment. and collaborative skills. application. Performance Assessment. academic major. not just transferred Provides for critical thinking and reflective thought empowers students to be responsible for their own learning Increases student achievement . give credibility to restructuring the college classroom using cooperative learning. Teambuilding EDUCATIONAL GOALS OF COOPERATIVE LEARNING Considerable research demonstrates the value of using cooperative learning in the classroom. provide think time. color of clothing. Critical Thinking. ask student to go to the corner that best represents their thinking. but also in important interpersonal. informally evaluate.cooperative learning team members for correct responses from the Numbered Heads. Ask students to form cooperative learning teams of four—one member from each corner. Goals: Cognitive Thinking. reinforcement of practice of skills. etc. monitor. Use Pairs-Check as a vehicle to check comprehension.

paper. Good News is built upon the philosophy of Ugo Betti who says. Teams may discuss their Word Webs or share them with the instructor or class. in turn. Student teams are given a large envelope with some resources—scissors. "Inside everyone is a piece of good news just waiting to get out. goals: Critical Thinking and Teambuilding TEAM WORD WEB this structured classroom experience allows for group processing of key academic concepts and ideas by asking teams of students to complete a Team Word Web. Supporting Elements. Add fun to good news by tossing a rubber koosh ball to students as a signal to share Good News. Group Processing and Performance Assessment. Provide each team with a large piece of paper and a different color pen or marker for each team member. a 4-link chain. let all team members "free for all" adding to Core Concepts. Have each team write the Key Word for the Team Webbing in the center of their piece of paper. to write a core concept that "webs" from the key word. Ask all learning teams to complete a series of simple tasks-make one 3" by 3" square of white paper. a three colored flag.—Unequal resources. Ask each team member.AFFECTIVE GOALS: Builds relational support among students Turns emotional passivity into emotional energy Develops group processing and social skills Increases student self-esteem Creates a sense of a classroom community Provides opportunities for understanding and appreciating diversity among students UNEQUAL RESOURCES This activity provides an opportunity for observing and discussing cooperative learning team resources. Each team receives different resources in their envelope. Concepts and Elements. determine a team signal or handshake. etc. the discussion that follows the activity is critical in helping students understand the value of working together to achieve desired goals even if they have Unequal Resources. Goals: Cognitive Processing. rulers. paper clips. and Bridges between Words. Goals: Class building and Social Skill Development . or may bargain with other teams for the use of materials and tools. Critical Thinking." To initiate Good News. Teams may work alone to complete the tasks. etc. GOOD NEWS! Good News is a cooperative learning tool that allows students to share meaningful events. a team logo. After a roundrobin where each team member has the opportunity to add a Core Concept. Good News also offers a cohesive teambuilding experience that is positively correlated to high achievement and task productivity. glue. Teambuilding. ideas and feelings with each other at the beginning of class period. Good News is a positive and energizing start to the class period. ask students to turn to a partner and share a piece of good news.

Critical Thinking. Harvard School of Education. Ask all team members to begin writing on the topic on the same piece of paper. Or. or reflection. Encourage team building by providing opportunities throughout the team for students to recognize the Gifts of others. Critical Thinking." Students highlight and tab their textbooks knowing that their resources must be organized and readily accessible. Group Assessment and Performance Assessment. For a physically active class. evaluation. Provide opportunities for students to participate in cooperative learning team tools.CONSENSUS TESTING Encourage students to work together to achieve learning success for all in the classroom. require a documented study time as a prerequisite for Consensus Testing and allow students who document study time together the opportunity to test together as a cooperative learning team. Ask each team to use only one piece of paper. Encourage volunteers to share their Team Minute Paper with the class. then allow students to work with their cooperative learning team and arrive a consensus on answers for the second-half of the classroom exam. the Magic Moment reinforces the message that "knowledge is found in the community. While individual accountability is a critical component of cooperative learning. and Teambuilding Gifts This is an important teambuilding activity for a classroom striving to become a classroom community. When the writing is time is up." Goals: cognitive Processing. use a large flip chart paper for the initial reflection then ask students to stand and silently . allow students to work together to demonstrate their knowledge on evaluation and assessment measures. Dr. Students often work out a division of labor with their teams and use their 60 seconds in consultation. Ask students to write down their Gifts and Pair-Share with a partner on their cooperative learning team. ask all team members to share what they wrote with their team. goals: Cognitive Thinking. The time limit is a powerful motivator for students who often refocus and refine their notes so that they can find critical information in a "moment. Provide informal and structured opportunities of classmates and teammates to communicate Gifts. Allow about one minute writing time. Stress that the Magic Moment will be just that-60 seconds. During the Magic Moment allow students to use any resource available to them in the classroom. Magic Moment Inform students that they will have a Magic Moment during the examination time. notes that classrooms should be environments are rewarded for their talents and "gifts" Initiate this activity by asking students to reflect on the Gifts they bring to the classroom. Announce a topic for student feedback. Then. Plan for individual accountability by asking students to take onehalf of a classroom exam by themselves. This is a ‘fun’ variation on the One Minute Paper. Goals: Teambuilding and Class building Team Minute Paper Ask each member of the team to take out a pen or pencil. Sara Lightfoot.

and Performance Assessment Communication Jigsaw After a Think-Pair-Share. creating a team of four students. homework assignments or daily evaluations. Ask each student to write his/her name on one side of the card. ask students to take a minute to write down questions about the academic lesson. Goals: Cognitive Processing and Social Skill Development Bookends At the beginning of a unit of instruction. Questions remaining unanswered or needing clarification are shared with the class. Goals: Cognitive Processing and Critical Thinking Minute Pair-Share The One-Minute Paper is a frequently used classroom assessment tool popularized by Angelo and Cross. assign a Minute Paper—short essay. Students may submit their Minute Papers for participation points. Team members give their observation cards to each other and engage in a process discussion about the successes and needs for improvements on the team. This cooperative learning tool provides an opportunity for students to develop listening and content paraphrasing skills. Goals: Teambuilding. In class. Students then turn to a partner and share their questions. Volunteers can share their questions with the class. positive interdependence and engages them in meaningful discussions of the academic lesson. Students Jigsaw partners and share the ideas of their original partner with the new partner. To use as a cooperative learning tool. Goals: Cognitive Processing and Teambuilding End-of-Meeting Evaluation This cooperative learning tool allows students to provide constructive feedback to team members. students revisit their questions and try to answer them. Goals: Cognitive Processing. Students place note cards from their team stack (with student name face down) in the center of the team. Ask students to draw a card and write "honest and constructive feedback" for the team member whose name appears on the note card. ask each pair of students to join another pair of students. At the end of instruction. Group Processing. The instructor then engages in direct instruction of the academic content of the lesson. Make a note of the questions. discussed and answered. Critical Thinking and Performance Assessment . students pair and share their Minute Papers. Give each student a 3X5 note card. reflection. problem set—as an individual student out-of-class assignment. The Minute Paper encourages them immediately in the academic agenda and offers a meaningful start for the daily lesson.move in a round-robin to read and respond to the comments of their teammates. Social Skill Development.

the partners then take turns sharing with the learning team of four what they learned from their partner during the interviews. Group Processing and Social Skill Development and Performance Assessment Three Step Interview Use this tool after students have studied a key concept. Ask newly formed partner pairs to discuss an academic question. after the Line Estimate students may Slide. Think-Pair-Share . Teams learn the value and the importance of individual accountability as each team member contributes meaningfully to the discussion during Team Time. Used with the All In One team and folder. The Three-Step Interview requires students to share their observations with others who are also studying the academic content. and Teambuilding Think-Pair-Share Ask a question of the class requiring critical thinking. Volunteer pairs may "Share" their discussion with the class. Partners conduct a one way interview on an issue related to the academic content and its application. Students practice important social skills when team members listen to each other and discuss the assigned topic. synthesis or evaluation. Critical Thinking. Social Skill Development. Line Estimates/Folds/Slides give students the opportunity to learning with a diverse population or students in the classroom. Split the Line Estimate at the mid-point. Team Time offers opportunities for students to engage in meaningful discussions of class content.Team Time Team Time is a structured classroom time for team processing of key ideas of the college course. When students have formed a Line Estimate as them to Fold. Ask the 'bottom-half' of the line to Slide parallel to the "top-half' of the line. Goals: Cognitive Processing. Fold the line up at the middle. Critical Thinking. Goal: Cognitive Processing. Students will now pair up—high estimates with moderates. Encourage students to "Think" privately about the question and their answer for a couple of minutes. College students prepare for the Three-Step Interview by doing homework observations outside of class. In class. Volunteers may share with the class during an open discussion Goals: cognitive Processing. moderates with low estimates. or in daily interaction. application. pairing extreme scores with extreme scores and moderate scores with moderate scores. This cooperative learning tool provides a task function for teams while simultaneously providing for the evolution of positive interdependence among team members. lab experiment. students pair within a four member cooperative learning team and form two partner pairs. and Performance Assessment Line Estimate Ask students to get out of their desks and line up in response to their position on a value question related to the academic lesson. Students then "pair" with a classmate to discuss the question and their answer. observed it in a field setting. Or. Partners switch roles and the interviewer becomes the interviewee (second-step).

Critical Thinking.engages all students in the academic lesson. behavioral skill. Goals: Cognitive Processing. Opportunities to identify. in this way each member of the team becomes an important jigsaw "puzzle piece" for the team's understanding of all academic content. TENS! is an acronym for Touch Establish Eye Contact. Performance . ask students to return to their original cooperative learning teams. Goals: Cognitive Processing. Ask students to reflect on their learning and identify the content of knowledge. communicate and share their learning will powerfully enhance the retention of knowledge. Carefully monitor students to clarify content and check comprehension as they work to master the content modules. Each team member "teaches" the academic content mastered. Encourage students to investigate the work of cultural anthropologists such as Desmond Morris and bring "New Ways to Meet the World" to class. Each individual student on a learning team is asked to become an expert on one of the four key modules of the academic lesson. Divide the academic lesson into four key modules. TENS! is a good classroom mixer and an opportunity for students to come to know each other as members of a learning community. After allowing time to reflect and complete the On Target! writing task. The student leaves his/her learning team. Critical Thinking. Goals: Cognitive Processing. All students are held accountable for all academic content. ask students to turn to a partner and share what they learned in the lesson. skill. Allow student volunteers to share with the entire class. Add crosscultural greeting rituals to TENS! for a diversity experience. Critical Thinking. When students have mastered learning of their module. Performance Assessment On Target! On Target! is an alternative assessment tool for the cooperative college classroom. joins and works with members from other learning teams to master the academic material in their designated module. Ask students from diverse cultural backgrounds to share their cultural greetings. developed a plan for teaching their teammates and prepared a visual to aid in instruction. or attitudes related to the academic lesson that were On Target! for them. Group Processing. se the person's Name and Smile! Ask students to meet and greet their classmates as they enter the classroom each day. Group Processing and Performance Assessment. College teachers may use the information gain through this cooperative learning tool as classroom assessment of the instruction and learning. JIGSAW Assign students to cooperative learning teams of four. Students can represent their learning on a student handout with a visual representation of a target. and Performance Assessment TENS! TENS! is a class greeting activity. Goals: Cognitive processing. and attitudes included in the lesson. Critical Thinking. When using an On Target! student handout ask students to note their most meaningful learning closest to the bulls-eye of the target.

and Performance Assessment. Goals: Cognitive Processing. thank your teammates for their help. offer a question for students' critical thinking. How learning is structured will result in interaction that is either competitive. After teams have responded to two or three files. reflection. and Performance Assessment. Group Processing. Then. ROUNDROBIN Group students together on cooperative learning teams of four or five. Team 1. with the team's assistance. what is the pattern to the code for Don’t Drink the Water? How did your team break the code? Did anyone else use a different method for breaking the code? [Repeat for each code] Now. Finally. ask students to join a team of four or five. and discussion. Goals: Cognitive Processing. Please write these things down. the new team now responds to the new Traveling File. After 10-12 minutes of discussion and writing time. prepares a short. Each team discusses the question and chooses a recorder who. Student teams may have the option of reviewing the preceding team's response. read and discuss the questions and responses in the Traveling File as a class. Critical Thinking. An open discussion may follow the Roundrobin. Students may "pass" or offer new ideas and extensions as systematic turn taking continues until the team exhausts all ideas. discuss how well the group contributed information and rate the group using the same scale. This cooperative learning tool engages all students in a systematic discussion of academic content. individually rate how well you contributed ideas to your group’s effort. TRAVELING FILE Prepare traveling Files by developing questions related to the academic content to be mastered by students. Group Processing. Students on each team systematically take turns around the team circle while the team recorder writes down key words and phrases from each team member as he/she shares points of view. Each team receives a Traveling File with a question to discuss. After each person has shared. share your personal rating with your group. written response and includes the response in the Traveling File. individualistic or cooperative .Assessment. Rate your behavior on a scale of 1 to 5. assuming that you ill work together again. Prepare one file folder for each cooperative learning team. determine what you would do differently next time to improve your contributing behavior. Critical Thinking. with 1 being almost no contributions and 5 being highly involved. During the class. students pass the file to the next learning team so that each team gets a new file and question. Finally. identify what helped you each contribute to the group and.

I’d like to hear from you about each of the three learning structures. Students are rewarded for their own work.] [Optional: Below are typical responses you may share if people do not give many responses. students have a negative interdependence: "I can only be successful if you are not successful. Students are rewarded for the group effort. however." Evaluation is criteriareferenced. [Chart responses for each structure. students earn grades based on their individual performance. All three learning structures are appropriate in education Students respond differently to each structure. students have no interdependence: "My success has nothing to do with your success." Evaluation is normreferenced.When the learning structure results in competitive behavior. The teacher must remember that they will respond differently and plan for the responses. I described three possible ways I could set up this activity and I asked you to notice what you were thinking and feeling as a student in this activity. Students are rewarded for their own work." Evaluation is criteria referenced. When the learning structure results in cooperative behavior.] Situation 1—Competitive Structure (who can do the best?) _________Think________ _________Feel___________ I can’t do it Scared I’m not smart Angry I’m not even going to try Sick to my stomach This is fun Excited I have to cheat nervous and giggly (Remembers bad situation in grade school) Situation 2—Individualistic Structure (do your best on your own) ___Think_________ _________Feel___________ . Through individual accountability. students have a positive interdependence: "I can only be successful if we are all successful. When the learning structure results in individualistic behavior.

What did I say and do so you knew you should personally master the material? [Elicit responses: each of you must contribute ideas each of you must state what you think the code patterns are. one set of solutions. or elements. reach a . of cooperative learning. sign the bottom of the page] This element of cooperative learning is individual accountability. be sure you personally can explain the patterns. state what you think the code patterns are. What did I say and do so that you worked together as a group? [elicit responses: one worksheet. What did I say and do so you knew how you should interact with each other? [Elicit responses: contribute ideas.] This element of cooperative learning is called positive interdependence: we sink or swim together. and That’s enough Situation 3—Cooperative Structure (team effort) ___Think_________ _________Feel___________ This is fun Confident…if I can’t This is interesting solve it. be sure everyone in your group can be solve and explain the codes. they can This isn’t really work Enjoyable Cause we get to talk Anxious (because I have This is cheating learned to rely only on myself) Let’s look more closely at the characteristics.No Pressure Relaxed There’s no pressure Confident Bored Anxious I’m going to entertain Bored Myself and … I’ll do two or three.

Can you use the information provided to solve the code and identify the pattern? RETAWEHTKNIRDTNOD DONTDRINKTHEWATER The pattern for this code is___________________________________ _________________________________________________________ SSUSTUTAYUKOFUFFUFSQUIRRLOTUTHUHEGUGRURASUSSUSSQUIRRLO STAY OFF THE GRASS The pattern for this code is_______________________ ________________________________________________________ 3. R I P L F H D Q G P H OF MICE AND MEN The pattern for this code is_______________________ ________________________________________________________ . rate the group. Solve the Codes Worksheet Each of the following is a familiar phrase or title presented first in code. all these elements-positive interdependence.] This activity called processing. In cooperative learning. individual accountability and social skills-need to be in place to ensure that student cooperation and learning are maximized. is another characteristic of cooperative learning. What did I say and do so that you reflected on how well you worked together? [Elicit responses: rate how well you contributed ideas. The purpose of processing is to help students focus on how to improve group interaction to maximize learning the next time they work together. identify what helped you each contribute and what you could do differently next time. you discussed your group’s effectiveness in contributing ideas. After we discussed you solutions to the codes. share your ratings.consensus] This element of cooperative learning is categorized as social skills.

LOUIS The pattern for this code is __________________________________________________________ ________________________________________________________ 18 9 16 8 17 4 17 7 16 12 6 8 OF MICE AND MEN The pattern for this code is ___________________________________ _________________________________________________________ Solve the Code Answers Each of the following is a familiar phrase or title presented first in code.13 25 6 5 12 12 15 23 1 13 5 18 9 3 1 14 19 MY FELLOW AMERICANS The pattern for this code is_______________________ ________________________________________________________ MEET JOE TAYLOR AND ME AROUND JFOUR O’CLOCK IN HOUSE PAST FOURTH ST. NEAR HOME OF LOIUS MEET ME IN ST. Squirrlo SUSTUTAYUKOFUFFUFSQUIRRLOTUTHUHEGUGRURASUSSU SSQUIRRLO STAY OFF THE GRASS . Can you use the information provided to solve the code and identify the pattern? Written Backwards RETAWEHTKNIRDTNOD DON’T DRINK THE WATER Code: The sentence or phrase is simply written backwards without puncuation.

too. words are spelled to the listener. With double letters such as in grass. This code can be spoken. Caesar’s Code with Numbers 18 9 16 8 17 4 17 7 16 12 6 8 . Louis Code: Every fourth word is part of the message. the word squirrlo follows the double letters. The letter u between the consonants is pronounced as a short letter u. Exceptions: (a) vowels are not doubled with a u. ABCDEFGHIJKLMNOPQRSTUVWXYZ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Fourth Word Code MEET JOE TAYLOR AND ME AROUND FOUR O’CLOCK IN HOUSE PAST Meet me in FOURTH ST. Caesar’s code R I PHQ DQG PLFH OF MICE AND MEN Code: Each letter in the message shifts three letters down the alphabet ABCDEFGHIJKLMNOPQRSTUVWXYZ DEFGHIJKLMNOPQRSTUVWXYZABC Number code 13 25 6 5 12 12 15 23 1 13 5 18 9 3 1 14 19 MY FELLOW AMERICANS Code: A number corresponds to each letter of the alphabet. NEAR HOME OF LOUIS St. Essentially. with a u between them.Code: Each letter is doubled. and (b) the letter y is changed to yuk.

[Variation: If more than one group is from the same site. participants should reflect on the questions they had at the beginning of the session as well as the information presented in the program. For example. The. individually read through the worksheet and check off the goals. I will ask you to form a group wit two or three people from your school or district. Some questions involve more specific information on how to implement cooperative learning in the classroom. come to a consensus on the single most appropriate next step for your site or agency to take. Even if there are more than four from the same site. resources. You will have about 15 minutes to accomplish these tasks. write your group decision on one team member’s worksheet and sign off on the bottom. remember to keep your group size to three or four. others pertain to defining and understanding cooperative learning and its benefits. gather these participants together into groups of three or four based on similar grade level or subject matter taught. This activity helps participants to identify their next steps with cooperative learning. Encourage them not to form groups larger than four because larger groups reduce each person’s chance for significant input. In just a moment. or agency to form groups of three or four. [Ask participants from the same school site. If some sites only have one representative.] turn to the Nest Step Worksheet on page 30. give the groups time to meet . Or your site may need to collect more data before it can make a decision. First. We will work in teams to address your questions and to plan your next step with cooperative learning. district. This checklist will guide you in determining your next step with cooperative learning. Finally. Your signature will indicate that you participated in the discussion and agreed with the decision. You have identified questions about cooperative learning that you want answered.OFMENANDMICE Code: Each letter translates to a number and then shifts down three letters: ABCDEFGHIJKLMNOPQRSTUVWXYZ 4567891011121314151617181920212223242526 Next Step As the over view ends. Discuss the differences and similarities of the times you each have checked. The purpose of this activity is to discuss and plan your next step with cooperative learning. Next share what you have checked off with the other people on you team. your next step may be to have each teacher in your district participate in the second training video workshop. and concerns you have for implementing cooperative learning at your site.

sharing ideas and discussing with colleagues. can also help you solve problems when you encounter them You now have some direction for your next cooperative learning action What did your site identify as its next step? [Chart responses if desired] Why did you decided on that action? [This ends the workshop session for Program 1] Next Step Worksheet Goals Why is cooperative learning important to out school (mark all relevant items)? p to improve students’ academic achievement p to improve students’ feelings about themselves p to improve students’ feelings about their peers p to improve students’ feelings toward school staff p to improve students’ feelings toward school p to improve students’ social skills p to improve students’ ability to think critically and to keep a perspective . answering questions. Cooperative learning is not for everybody Cooperative learning will not solve all school problems Cooperative learning does have many positive benefits when used correctly An entire plan for implementation can be overwhelming but identifying the single next step is manageable The procedure you used to identify the next step.together and discuss their identified next step] Circulate among the teams. After each part of the activity. giving direction and encouraging each member to share and discuss. you may want to restate the directions for the next task.

e. p We have teachers interested in and willing to commit to learning about and using cooperative learning Some teachers are already using cooperative learning Some of our staff have attended other training sessions on cooperative learning Teachers are already team teaching and can support on another We do peer coaching We can provide time for these teachers and administrators to receive more training about cooperative learning We will develop a library or resources for out staff to use. shared grades. one person doing all the work Students will not accept it (i. won’t want to work with certain students) Cooperative learning takes a long time to master Out students do not have the social skills for effective group work We’re committed to assertive discipline (or some other program that may appear incompatible) Other_____________________________________ What do we do next? Get more training .p to mainstream students’ with special needs effectively p to support novice teachers p to support veteran teachers p to integrate with other established methodologies (eg direct instruction) p other_________________________________________________ What resources are available to our school(s) for implementing cooperative learning? p We have administrative support to adopt and implement cooperative learning p Our administrators will be a part of the cooperative learning team p The administration will present a plan to adopt cooperative learning to the school board.s. Parents will misinterpret cooperative learning (i..

Read more about cooperative learning Try it out first Develop a plan of action to implement cooperative learning Meet with our staff Identify key personnel to invite to be a part of the implementation team Find out who is really interested in committing to cooperative learning Visit people who are already using cooperative learning Other__________________________________________________ We agree that our next step is_________________________________ ________________________________________________________ School Site Team From ________________________________________ Signatures: _________________ ________________________ _________________ ________________________ _________________ ________________________ .