Implement cooperative learning with extended training, direct social-skills teaching, and small initial groups¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The bulletin's staff development section advises that although cooperative learning is inexpensive to implement, "it takes time and practice for teachers to become skilled in its use." Teachers should directly teach social skills for cooperation before academic assignments, including staying with the group, using quiet voices, encouraging participation, criticizing ideas without criticizing people, and asking probing questions. When in doubt about group size, teachers should start small with two to three people, and teachers trying the method should enlist colleagues so a support group can develop.

Design Implications¶

Context¶

Requirements¶

• Teachers need to use cooperative learning procedures regularly for several years to become proficient and need classroom assistance during implementation

Constraints¶

• Slavin warns of possibilities to oversell cooperative learning and to undertrain teachers in its use

Target Learners¶

• Elementary and secondary science students

Target Learning Goals¶

• Effective collaborative work
• Academic achievement in science

Related Strategies¶

• Identifying and Supporting Learners with Relationship Skills

Examples¶

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Key Sources¶

• Blosser, P. E. (1993). Using Cooperative Learning in Science Education. ERIC Clearinghouse for Science, Mathematics, and Environmental Education. https://eric.ed.gov/?id=ED351207