COOPERATIVE LEARNING Classroom Recommendations
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P57-C6
2025-09-09
308
COOPERATIVE LEARNING
Classroom Recommendations
There are four classroom recommendations regarding cooperative learning reviewed in Classroom Instruction That Works.
1. Teachers should use a variety of criteria for grouping students. Heterogeneous student teams maximize intercultural communication and increase possibilities for peer tutoring. There may also be times, however, when ELLs will profit from being grouped according to language needs depending on goals and instructional objectives. If you have students with a similar primary language, a homogeneous grouping may be beneficial, particularly at the early stages of language acquisition. Since cognitive processes are taking place in their heads (and not in English), a group of like-language users can work to clarify content and stimulate discussion at a deeper level.
2. There are several types of cooperative learning groups that will help you vary group makeup. There are informal groups; formal groups, which last long enough for students to complete an academic assignment; and base groups, which are long-term and provide members with support throughout a semester or school year.
3. Teachers should manage group size. As discussed above, small groups are generally better than larger groups. This is particularly true for ELLs because the small groups increase talk time.
4. Combine cooperative learning groups with other types of class room instruction. Cooperative learning groups should be used intermittently along with other types of lessons, as students also need time to practice skills on their own.
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