Cooperative Learning Groups

Cooperative Learning

1. a. Evaluate how you can use grouping patterns to teach your grade level standards in the area of writing in your content area.

Grouping patterns can be useful in teaching my grade level standards. The way I can use grouping patterns to teach my grade level standard in the area of writing is I can group students based on their skills. For example I can put my students together by level such as Advance, Proficient, Basic, and Below Basic. I can also group students based on style of learning which will allow me to work with students. By using grouping this will allow me to differentiate my classroom instruction in small groups for my students.

b. Describe how you will form each group attaining a mixture of heterogeneous and homogeneous grouping.

In order to form groups while attaining heterogeneous and homogenous grouping often depends on the level of the class. As a teacher you have can group students together who have abilities that are similar in order to target those who have common needs and help them to achieve higher levels. I would start by grouping students I feel are comparable in their skills to monitor for understanding and see how they can work together. After I assess my class and how my homogenous grouping worked, I would then break my groups in a heterogeneous setting. By doing this, students will have the ability to learn from other students in the class.

Both heterogeneous and homogeneous groupings have their place in the classroom. Seat students near peers that vary in levels of achievement, proficiency, gender for example.

I will seat the students in groups of four. These groups can be seated in a variety of formats: four students at a table, four desks together, or students seated in rows that have been designated as a small group that will work together in particular situations.

The heterogeneous groups will comprise of one student that is high achieving, two students that achieve at an average level and one student that is lower achieving. The notion is that each student profits from having the other students in the group. The variety of ideas and perspectives, as well as the shared learning benefit each student in the group.

Students in these groups can work together on a writing task, including thinking of topics , working with the group on  projects. I can then pull homogeneous groups of students for a variation of reasons.

Homogeneous groupings are a great way to help specific students with skills they need to work on. For example, you may have a group of high-achieving students come together to review their writing and expand on a particular aspect that you are working on, such as adding a counter claim to argumentative writing, increasing the number of citations, adding depth or details to the setting or characters, etc.

It is important to keep in mind that these groups should be flexible groupings. Students can enter and exit these groups for an assortment of reasons. Homogeneous groupings should replicate a specific necessity of the group of students. Students have varying strengths and areas of need so the groups will reflect those needs or strengths.

                                                   

 c. Create at least three group configurations based on Gardner’s intelligences including whole group, small group, peer pairs and individual design.

A group configuration I would implement is a homogeneous group for verbal/linguistic learners. I believe as though the writing center is a terrific opportunity for visual learners to develop. I would have all of the visual learners go to the writing center to use tools such as organizers to begin to write key pieces and pictures about the writing.

Another group configuration is to take the Visual/Spatial learners and allow them to use the Computer center (e.g., visual design and layout software) to add to their writing assignment. Incorporating technology would get them motivated to work hard. This grouping includes the whole class, because they will be working on adding content to their writing.

My third grouping configuration would be the intrapersonal learners. I would have them work with a peer to help them assess their work. The students can work together to talk about the writing and how it can be improved.

d. Explain how you will use each grouping pattern to reinforce the grade level content standard you selected in writing.

Each grouping pattern will be used to reinforce the grade level content by making sure the students are getting the support they need. By having them exposed to the different groups we can see what areas they are successful in and which they need help. My goal as a teacher is to try many avenues necessary in order for the students to achieve their full potential.

Content Standard of Writing

1.1       Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker,

audience, form) when completing narrative, expository, persuasive, or descriptive

writing assignments.

The students will be grouped to work on a type of writing assignment which will be broken up so that they will understand the process.

e. Analyze how each grouping pattern will facilitate meeting the content area standard for each learner cluster. 

The grouping pattern will facilitate meeting the content area for each cluster by allowing the students the opportunity to learn in a different setting. By doing so the students will be able to help each where it may be required. Having students from with different learning abilities work together will allow for those who may be on the lower spectrum to see from their peers what is necessary to understand the content. We can assess the students by having them in different scenarios and groups which will allow me not only to see where they may be struggling but change when I see fit.

2. Defend cooperative learning (forming groups) allows for differentiation and increasing student performance.  

            Cooperative grouping has been proven to be valuable for all types of students because it encourages learning and promotes respect among various groups of students. The more diversity you have in a group, the greater the benefits for each student. Students learn to depend on each other in a constructive way for a range of learning tasks. Cooperative grouping is particularly advantageous for any student trying to learn. Cooperative grouping activities support student interaction, which helps the growth of language and the learning of concepts and content. It is imperative to assign students to different groups so that they can benefit from others with greater assurance when working in small teams. In addition to learning writing, students benefit from observing how their peers learn and solve problems. This avoids what normally happens if students select their groups; the same students perform the same tasks. Students need to rotate to develop the skills they most need to practice. I think it is a vital responsibility for me as a teacher to give students the chance to learn to work with group roles and deadlines as well as diverse personalities.  Each individual is diverse in their own way. As a teacher, I must put into account the fact that the student’s lack of skills and understanding has an impact on his learning.  By using cooperative learning I can assist in avoiding not helping a student in my class.