Jennifer Dubberke 8

Promotes
-Positive
Interdependence
-Individual
Accountability
E

Excellent way to
teach inclusion
classrooms.
E

CREATING COOPERATIVE
LEARNING GROUPS AND
ASSIGNING JOBS/ROLES
Cooperative learning in groups is a peer mediated learning model
that makes students think in a group situation and gives them the
opportunity to help disabled students and vice versa. Students learn
from each other and become interdependent. Assigning roles lets
the teacher be in control, like letting the child with ADHD be the
note taker to keep them busy or the leader to keep them behaved.
Try to let each student play each role, on different dates or
assignments. Try to keep the groups varied with at least one LD
student and one non LD student in every group. Both students get
to learn by teaching each other. Make sure the groups are aware
that to receive credit for the work, everyone in the group must
understand the concept. Low social skills is common amongst all
learning disabled students, and this model helps to tune and hone
social skills. It also forces students to be in a group environment,
which helps them to become more social. Students with language
barriers and their groups have to come together to be able to create
a way of language for themselves, sparking creativity. This model, if
monitored correctly can be very useful in teaching and creating new
ideas and concepts. One study found that students with ADHD do
better with planning strategies and efficiency when using this
model.

Strategy works for

all students

Rotate roles for

enhanced learning
DISABLED STUDENT
MOST EFFECTIVE
ROLES
ADHD- Note taker, leader,
reader- keep them busy
HFA- Encourager, creative
thinker-planner
LD/MID- Leader,
questioner, answerer
EBD- Leader, answererboosts esteem
OHI- Time keeper, Leadertry not to tire out
CD- Questioner- will do
great for checking for
understanding, encourager
DHH/VI- Questioner,
leader,
VI- Reader when braille is
available

Jennifer Dubberke 8

COOPERATIVE LEARNING
How to implement in classroom
1. Assign groups
Groups can be any size 2- whole class; try
to diversify groups, boys and girls, nondisabled and disabled, mixed race. 2-3
students per group works best. Dont let
students pick their own groups.

2. Give roles
Each student needs a role of their own to
feel important to the group. Have a
leader, time keeper, note taker,
questioner, and answerer.

3. Make them
accountable
Ask students from each group questions
about the material to make sure that they
are all learning and understanding. Keep
students on task.

4. Make a group
discussion
End with a group discussion on the topic
to ensure all students understand the
topic.

Igel, C., & Urquhart, V. (2012). Generation Z, Meet Cooperative Learning. Middle School Journal (J3), 43(4),
16-21.
Tan, P., Macey, E. M., Thorius, K. K., Simon, M., & Indiana University-Purdue University Indianapolis
(IUPUI), G. C. (2013). Equity by Design: Using Peer-Mediated Learning to Advance Equity for All Students.
Great Lakes Equity Center,
Watkins, D. E., & Wentzel, K. R. (2008). Training Boys with ADHD to Work Collaboratively: Social and
Learning Outcomes. Contemporary Educational Psychology, 33(4), 625-646.

Jennifer Dubberke 8