Professional Documents
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Cooperative Learning in Inclusive Classrooms
Cooperative Learning in Inclusive Classrooms
May/June 2013
There are several benefits of cooperative learning structures for students with
disabilities. Students with disabilities are more engaged in classroom activities where
cooperative learning structures are in place compared to more traditional classroom
interventions. Specifically, in inclusive classes that use cooperative learning, students
articulate their thoughts more freely, receive confirming and constructive feedback,
engage in questioning techniques, receive additional practice on skills, and have
increased opportunities to respond. Further, when students are thinking aloud while
discussing, teachers are better able to assess student and group needs and intervene
if needed. That is, by actively monitoring students’ learning, teachers are able to
redirect groups toward learning tasks and provide reteaching during mini-conferences
as appropriate. When structures are in place for this level of dialogue to occur, it
accelerates the comprehension process (Bucalos & Lingo, 2005).
According to Stevens and Slavin (1995), students with disabilities are more likely to be
at instructional level and have positive learning outcomes when explanations and
models are provided by their peers. These benefits and quality learning are realized
only when both the general and special education teachers are committed to the
learning structures that benefit all students.
From …
To …
Size: Recommended group size varies from two to four students. The smaller the
group, the higher the engagement levels. Groups consisting of three students are
often difficult to manage because they leave one student out of the dialogue at any
given time.
Clear learning goals and direct instruction of group procedures: Teachers who
get the best results from cooperative learning groups directly teach students how to
interact prior to the group leading their own learning. The assignment of roles within
the groups also focuses the students on the specified learning goals.
Heterogeneous
Balanced Requires more
Mixed-ability, sex,
race teams Maximizes teacher
tutoring preparation time
Easier Ranks students
management Limited
leadership
opportunities
Random Teams
Fairness Diversity not
Randomly formed
teams Novelty, ensured
variety, fun Potential for off-
Quick and easy task behaviors
All-"low" or
all-"high" teams
may develop
Student-Selected
Novelty, Not balanced
Teams
Students select variety, and fun Potential for off-
own teams Familiarity task behavior
Easy decision high
making
Homogeneous
Leadership Lack of equity
Teams
Teams with a
opportunities Poor esteem for
shared trait
(ability, interest, High esteem low groups
language) for top groups Negative
Differentiated stereotypes
instruction
(Adapted from Kagan & Kagan, 2009)
Another powerful argument for using cooperative learning groups is the potential for
significant social skill development. Social isolation has been found to be just as
devastating a health risk factor as smoking or high blood pressure (House, Landis, &
Umberson, 1988). Cooperative learning provides students with structures to interact
appropriately with their peers and opportunities to practice social skills. Social skills
naturally occurring in cooperative groups include asking for help, taking turns, and
disagreeing politely. When blended into academic practices, social skill instruction and
practice take less time to implement. Finally, integrating social skills also assists with
classroom management because there are fewer disruptions and improved positive
impressions of school and learning (Jensen, 2005).
Check out the following cooperative learning activities and lesson plans
at the T/TAC Library:
Jensen, E. (2005). Teaching with the brain in mind. Alexandria, VA: Association for
Supervision and Curriculum Development.
Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of
expository text in students with LD: A research synthesis. Journal of Learning
Disabilities, 40(3), 210-225.
Garmston, R., & Wellman, B. (2002). The adaptive school: Developing and facilitating
collaborative groups (4th ed.). El Dorado Hills, CA: Four Hats Seminar.
House, J., Landis, K., & Umberson, D. (1988). Social relationships and
health. Science, 241, 540-545.
Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. San Clemente, CA:
Kagan Publishing.