Cooperative Learning
Scholars have proved that cooperative learning is an important method of instruction for young students. Schools, especially junior classes have adopted it due to its myriad benefits in promoting students’ self-confidence. Students love working in groups. Through this they accomplish great tasks as they encourage each other. In such groups students are fully engaged and remain active. Slavin (2014) identified five stages that are involved in making cooperative learning more interesting and powerful. The subsequent chapters highlights these stages.
Formation of independent groups: A cooperative group that is effective should comprise diverse students who are aware of their role in the group. The team should be composed of low and high achievers, girls and boys and students from different ethnic communities. Setting group goals: A team or group goal is a specific desired product or target to be achieved. It assists the team to ensure every member perform at his or her optimal (Slavin, 2014). It should increase the average grade of each member. If a teacher looks at the group average, the same should reflect individual work.
Integrating cooperative learning with structures: Effective lessons include teacher instruction, computer – aided learning and individual assessment that should be carried at each level Ensure individual accountability: This means that in order to achieve the target set by the team each team member has to master the targeted skills. Team success must depend on the learning of all members (Slavin, 2014). Through this, two elements will be gotten rid of-the rider who leaves the rest to do work and the one who does not let others the opportunity to contribute. Teaching communication and problem – solving skills: Team members must learn and practice basic interpersonal skills to enable them relate well with each other. They will achieve this by active listening, explaining ideas or opinions and encouraging teammates
It is clear from the above strategies that cooperative learning assists a first grade student to master reading and write well due to confidence achieved during class discussions. It also addresses the learning needs of diverse learners especially when well controlled. This is because everyone participates in the class activities.
Reference
Slavin, R. E. (2014). “Making Cooperative Learning Powerful.” ASCD. 2(72). Retrieved
