S E P T E M B E R

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Learning Together
Using Cooperative Learning Groups

Benefits

LD- having other students

read and work through the
problems with them.

EBD- giving students a role in

the group can help keep their
outbursts to minimum.

AHDH- stays on task and

complete work.

CD- discuss and hear others

point of view. Help with
reading.

Autism- social skills and selfesteem increase

OHI- social skills and selfesteem increase. Having other

students read and discuss
problems with them.

ELL- having other students

read and discuss problems can
help with their learning of a
new language.

Why Use Cooperative Learning

Groups?

Cooperative Learning refers to a set of instructional methods in

which students are encouraged or required to work together on
academic tasks. Research has shown that using mixed-ability
teams for small group instruction on a daily basis along with
weekly instruction of reading lessons, will help increase the success
of students with disabilities. Suggested activities for group work
include oral reading in pairs, decoding, work on story structure,
prediction, and story summary activities. Cooperative Learning
helps to increase interaction between children as well as increasing
the mastery of critical concepts. Students with disabilities may
benefit from this because they will be able to discuss what they
think and see if other students agree with or have other suggestions
for them. They also show an increase in their social adjustment
and self-esteem. Research suggests using mixed-level groups for
Cooperative Learning so the higher-level students can work to
bring up the middle level students and the middle level students
can work to bring up the lower level students.

LEARNING TOGETHER

Procedures for Implementation

-First thing to consider when implementing
Cooperative Learning groups is the different level
of students you have in your classroom. The
groups should consist of high-level students
working with middle level students and middle
level students working with lower level students;
this way no group is made up of students who are
completely out of each others ball field.
According to Vygotsky, working in a
heterogeneous group of peers promotes learning
for low achievers because the higher achieving
peers are modeling behaviors more advanced than
the low achievers could achieve on their own, but
still within their zone of proximal development.

Suggested group roles are discussion leader,

recorder, timekeeper, messenger, materials
manager, etc.
-Next, you need to let the purpose for the
Cooperative groups be known; why are the
students working in groups? What are they trying
to achieve as a group? How much time do they
have to achieve this?
-Once the five Ws are established then the
students may begin their group work. Move
among the groups to assure that they are actively
engaged in their roles and following designated
procedures. Do not answer student questions
unless the group members are unable to resolve
the issue by themselves.

-Once you have assigned the groups it is

important to assign each member a role within the
group, this ensures that there will be no arguing or
confusion about who get to/has to do what.

-After group work, get feedback from the class on

how they liked the Cooperative Groups and what
worked best about them and what did not.

References

Cowden, P. A. (2012). Cognitive strategies for

students with mild learning disabilities.
Education, 133(1), 151-154.
Jacques, Wilton, Townsend, & Wilton, K.
(1998). Cooperative learning and social
acceptance of children with mild intellectual
disability. Journal Of Intellectual Disability
Research, 42(1), 29-36.
Malmgren, K. (1998). Cooperative learning as an
academic intervention for students with mild
disabilities. Focus On Exceptional Children, 31(4),