Combine needs-based and pre-taught approaches when introducing social skills to cooperative groups¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The digest describes two basic approaches to introducing social skills: the teacher observes cooperative groups, determines the specific skills needed, and introduces them on a needs basis; or specific, predetermined social skills are infused into each academic lesson so groups practice them while completing tasks. The authors' position is that both methods are well worth considering and a mixture may suit teachers best: basic skills (calling members by first names, listening, quiet voices) are introduced and illustrated when teachers first start using cooperative groups, and higher-level skills (praising members, respecting opinions, ensuring everyone participates in decisions) are added as groups improve.

Design Implications¶

Context¶

Requirements¶

• The Johnsons stress a multifaceted approach that involves defining the skill, explaining the need for the skill, modeling of the skill, and then providing time for the groups to practice the skill

Constraints¶

Target Learners¶

• elementary and secondary students

Target Learning Goals¶

• collaborative social skills
• effective group work

Related Strategies¶

• Leveraging Strengths in Relationship Skills
• Identifying and Supporting Learners with Relationship Skills
• Form diverse groups through random or structured grouping rather than student self-selection

Examples¶

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Key Sources¶

• Daniels, Ed; Gatto, Mike. (1996). The Cooperative Companion Digest (No. 1-4). Thinking about the Nature and Power of Cooperative Learning. https://eric.ed.gov/?id=ED402038