Cooperative learning techniques

PRAIRIE FIRE
On a transparency write team numbers/names and a comprehension or knowledge level
question related to course content. Ask students to join a learning teams of four or five,
show the overhead, allow 2-3 minutes for each team to determine the correct answer to
their team's question. With all the attention back to the questions on the overhead move
swiftly around the roomlike a Prairie Fireasking each cooperative learning team to
report the answer to their team's question. Note the answer on the overhead. Ask
students to record the questions and answers in their notes. After all teams have
responded to the questions, ask all teams to check answers. Clarify team responses as
necessary. Use this cooperative learning activity without an overhead projector by
assigning questions for student teams. At the close of the team's discussion, the
responding member of each team stands and announces the team's answer. Team
responses move across the room like Prairie Fire
Goals: Cognitive Processing, Critical Thinking, Performance Assessment
PARKING LOT
This cooperative learning tool is similar to the TQM tool of the Issue Bin. "Park" a question
or issue that arises during the class period that needs to be held for discussion at a more
appropriate time on the chalkboard Parking Lot. At the end of the class revisit any items
in the Parking Lot. The instructor may choose to answer the question or may ask one of
the cooperative learning teams to become the Expert Team and come prepared to share
information on the Parking Lot during the next class period. Give each team an
opportunity to work on the Parking Lot and provide rewards for their efforts.
Goals: Class and Time Management, Cognitive Processing, Critical Thinking
ALL IN ONE
use this cooperative learning tool as a getting acquainted activity. Organize students in
teams of four or five. Provide each team with a pocket folder. As students discuss, ask
them to write words or phrases on the outside of the pocket folder that represent
individual differences; on the inside they represent their similarities. Students determine
and All In One team name. The pocket folder becomes the team's All in One Folder.
Collect and return all assignments through the folder. All In One teams meet together at
the beginning of each college class period to provide relational support. Teams work
together at appointed times throughout the term to process course content, critically
analyze key content issues, and make application of course content to "real-life" settings.
Goals: Teambuilding, Cooperative Classroom Management, Group and Processing and
Social Skill Development
NUMBERED HEADS TOGETHER
All cooperative learning team members review content outside of class and understand
that each member is to be held accountable for all academic information covered. During
class, students on teams number off- becoming Numbered Heads Together. The instructor
announces a number and poses a content-specific question. The Numbered Head from
each cooperative learning group must answer the question for the team. At least one
question for each team member provides the opportunity for students to make
meaningful contributions to the team's Numbered Head's Together success. Reward all

cooperative learning team members for correct responses from the Numbered Heads.
Goals: Cognitive Thinking, Critical Thinking, Group Processing, Performance Assessment.

PAIRS CHECK
College students complete individual academic tasks, then pair with a partner to work as
a team to check, monitor, informally evaluate, practice and review for mastery of course
content. This tool can be used successfully for test review of academic material,
reinforcement of practice of skills, peer coaching or problem solving in the college
classroom. Pairs-Check allows student's time on task to master knowledge and skills. Use
Pairs-Check as a vehicle to check comprehension, understanding, application, and
evaluation of a given lesson
Goals: Cognitive Processing, Critical Thinking, Performance Assessment
CORNERS
This cooperative learning tool used the corners of the classroom. Identify four
subdivisions of a unit of instruction, parts of a theory, or academic concepts prior to
beginning the activity. These become the labels for the classroom corners. Announce
corners, provide think time, ask student to go to the corner that best represents their
thinking, value, experience, knowledge, etc. When students arrive at the classroom
corner, give hem an academic task. After preparation time the Corner teams may present
their work to the class for their corner. Corners can be a teambuilding experience by
asking students to report to corners based upon style of shoes, color of clothing,
academic major, etc. Ask students to form cooperative learning teams of fourone
member from each corner.
Goals: Cognitive Processing, Critical Thinking, Performance Assessment, Teambuilding
EDUCATIONAL GOALS OF COOPERATIVE LEARNING
Considerable research demonstrates the value of using cooperative learning in the
classroom. The research on cooperative learning focuses both on the academic
achievement gains associated with cooperative learning and with the social and affective
outcomes of cooperative learning. Increased demands for college student graduates with
competencies not only in cognitive achievement, but also in important interpersonal,
teambuilding, and collaborative skills, give credibility to restructuring the college
classroom using cooperative learning. Cooperative learning provides college faculty and
students with opportunities to achieve the following mutual cognitive and affective
educational goals.
COGNITIVE GOALS:
Increases student time on task
Reinforces learning and information processing ensures that knowledge is created, not
just transferred
Provides for critical thinking and reflective thought empowers students to be responsible
for their own learning
Increases student achievement

AFFECTIVE GOALS:
Builds relational support among students
Turns emotional passivity into emotional energy
Develops group processing and social skills
Increases student self-esteem
Creates a sense of a classroom community
Provides opportunities for understanding and appreciating diversity among students

UNEQUAL RESOURCES
This activity provides an opportunity for observing and discussing cooperative learning
team resources. Ask all learning teams to complete a series of simple tasks-make one 3"
by 3" square of white paper, a three colored flag, a 4-link chain, a team logo, determine a
team signal or handshake, etc. Student teams are given a large envelope with some
resourcesscissors, rulers, paper clips, glue, paper, etc. Each team receives different
resources in their envelope.Unequal resources. Teams may work alone to complete the
tasks, or may bargain with other teams for the use of materials and tools. the discussion
that follows the activity is critical in helping students understand the value of working
together to achieve desired goals even if they have Unequal Resources.
goals: Critical Thinking and Teambuilding
TEAM WORD WEB
this structured classroom experience allows for group processing of key academic
concepts and ideas by asking teams of students to complete a Team Word Web. Provide
each team with a large piece of paper and a different color pen or marker for each team
member. Have each team write the Key Word for the Team Webbing in the center of their
piece of paper. Ask each team member, in turn, to write a core concept that "webs" from
the key word. After a roundrobin where each team member has the opportunity to add a
Core Concept, let all team members "free for all" adding to Core Concepts, Supporting
Elements, and Bridges between Words, Concepts and Elements. Teams may discuss their
Word Webs or share them with the instructor or class.
Goals: Cognitive Processing, Critical Thinking, Teambuilding, Group Processing and
Performance Assessment.
GOOD NEWS!
Good News is a cooperative learning tool that allows students to share meaningful
events, ideas and feelings with each other at the beginning of class period. Good News is
built upon the philosophy of Ugo Betti who says, "Inside everyone is a piece of good news
just waiting to get out." To initiate Good News, ask students to turn to a partner and share
a piece of good news. Add fun to good news by tossing a rubber koosh ball to students as
a signal to share Good News. Good News is a positive and energizing start to the class
period. Good News also offers a cohesive teambuilding experience that is positively
correlated to high achievement and task productivity.
Goals: Class building and Social Skill Development

CONSENSUS TESTING
Encourage students to work together to achieve learning success for all in the classroom.
Provide opportunities for students to participate in cooperative learning team tools. Then,
allow students to work together to demonstrate their knowledge on evaluation and
assessment measures. Plan for individual accountability by asking students to take onehalf of a classroom exam by themselves, then allow students to work with their
cooperative learning team and arrive a consensus on answers for the second-half of the
classroom exam. Or, require a documented study time as a prerequisite for Consensus
Testing and allow students who document study time together the opportunity to test
together as a cooperative learning team.
goals: Cognitive Thinking, Critical Thinking, Group Assessment and Performance
Assessment.

Magic Moment
Inform students that they will have a Magic Moment during the examination time. During
the Magic Moment allow students to use any resource available to them in the classroom.
Stress that the Magic Moment will be just that-60 seconds. The time limit is a powerful
motivator for students who often refocus and refine their notes so that they can find
critical information in a "moment." Students highlight and tab their textbooks knowing
that their resources must be organized and readily accessible. Students often work out a
division of labor with their teams and use their 60 seconds in consultation. While
individual accountability is a critical component of cooperative learning, the Magic
Moment reinforces the message that "knowledge is found in the community."
Goals: cognitive Processing, Critical Thinking, and Teambuilding
Gifts
This is an important teambuilding activity for a classroom striving to become a classroom
community. Dr. Sara Lightfoot, Harvard School of Education, notes that classrooms should
be environments are rewarded for their talents and "gifts" Initiate this activity by asking
students to reflect on the Gifts they bring to the classroom. Ask students to write down
their Gifts and Pair-Share with a partner on their cooperative learning team. Encourage
team building by providing opportunities throughout the team for students to recognize
the Gifts of others. Provide informal and structured opportunities of classmates and
teammates to communicate Gifts.
Goals: Teambuilding and Class building
Team Minute Paper
Ask each member of the team to take out a pen or pencil. Ask each team to use only one
piece of paper. Announce a topic for student feedback, evaluation, or reflection. Ask all
team members to begin writing on the topic on the same piece of paper. Allow about one
minute writing time. When the writing is time is up, ask all team members to share what
they wrote with their team. Encourage volunteers to share their Team Minute Paper with
the class. This is a fun variation on the One Minute Paper. For a physically active class,
use a large flip chart paper for the initial reflection then ask students to stand and silently

move in a round-robin to read and respond to the comments of their teammates.

Goals: Cognitive Processing and Teambuilding
End-of-Meeting Evaluation
This cooperative learning tool allows students to provide constructive feedback to team
members. Give each student a 3X5 note card. Ask each student to write his/her name on
one side of the card. Students place note cards from their team stack (with student name
face down) in the center of the team. Ask students to draw a card and write "honest and
constructive feedback" for the team member whose name appears on the note card.
Team members give their observation cards to each other and engage in a process
discussion about the successes and needs for improvements on the team.
Goals: Teambuilding, Group Processing, Social Skill Development, and Performance
Assessment

Communication Jigsaw
After a Think-Pair-Share, ask each pair of students to join another pair of students,
creating a team of four students. Students Jigsaw partners and share the ideas of their
original partner with the new partner. This cooperative learning tool provides an
opportunity for students to develop listening and content paraphrasing skills, positive
interdependence and engages them in meaningful discussions of the academic lesson.
Goals: Cognitive Processing and Social Skill Development
Bookends
At the beginning of a unit of instruction, ask students to take a minute to write down
questions about the academic lesson. Students then turn to a partner and share their
questions. Volunteers can share their questions with the class. Make a note of the
questions. The instructor then engages in direct instruction of the academic content of
the lesson. At the end of instruction, students revisit their questions and try to answer
them. Questions remaining unanswered or needing clarification are shared with the class,
discussed and answered.
Goals: Cognitive Processing and Critical Thinking
Minute Pair-Share
The One-Minute Paper is a frequently used classroom assessment tool popularized by
Angelo and Cross. To use as a cooperative learning tool, assign a Minute Papershort
essay, reflection, problem setas an individual student out-of-class assignment. In class,
students pair and share their Minute Papers. The Minute Paper encourages them
immediately in the academic agenda and offers a meaningful start for the daily lesson.
Students may submit their Minute Papers for participation points, homework assignments
or daily evaluations.
Goals: Cognitive Processing, Critical Thinking and Performance Assessment

Team Time
Team Time is a structured classroom time for team processing of key ideas of the college
course. Used with the All In One team and folder, Team Time offers opportunities for
students to engage in meaningful discussions of class content. Students practice
important social skills when team members listen to each other and discuss the assigned
topic. This cooperative learning tool provides a task function for teams while
simultaneously providing for the evolution of positive interdependence among team
members. Teams learn the value and the importance of individual accountability as each
team member contributes meaningfully to the discussion during Team Time.
Goals: Cognitive Processing, Critical Thinking, Group Processing and Social Skill
Development and Performance Assessment

Three Step Interview

Use this tool after students have studied a key concept, observed it in a field setting, lab
experiment, or in daily interaction. The Three-Step Interview requires students to share
their observations with others who are also studying the academic content. College
students prepare for the Three-Step Interview by doing homework observations outside of
class. In class, students pair within a four member cooperative learning team and form
two partner pairs. Partners conduct a one way interview on an issue related to the
academic content and its application. Partners switch roles and the interviewer becomes
the interviewee (second-step). the partners then take turns sharing with the learning
team of four what they learned from their partner during the interviews. Volunteers may
share with the class during an open discussion
Goals: cognitive Processing, Social Skill Development, and Performance Assessment
Line Estimate
Ask students to get out of their desks and line up in response to their position on a value
question related to the academic lesson. When students have formed a Line Estimate as
them to Fold. Fold the line up at the middle, pairing extreme scores with extreme scores
and moderate scores with moderate scores. Ask newly formed partner pairs to discuss an
academic question. Or, after the Line Estimate students may Slide. Split the Line Estimate
at the mid-point. Ask the 'bottom-half' of the line to Slide parallel to the "top-half' of the
line. Students will now pair uphigh estimates with moderates, moderates with low
estimates. Line Estimates/Folds/Slides give students the opportunity to learning with a
diverse population or students in the classroom.
Goal: Cognitive Processing, Critical Thinking, and Teambuilding
Think-Pair-Share
Ask a question of the class requiring critical thinking, application, synthesis or evaluation.
Encourage students to "Think" privately about the question and their answer for a couple
of minutes. Students then "pair" with a classmate to discuss the question and their
answer. Volunteer pairs may "Share" their discussion with the class. Think-Pair-Share

engages all students in the academic lesson.

Goals: Cognitive Processing, Critical Thinking, Performance Assessment
On Target!
On Target! is an alternative assessment tool for the cooperative college classroom. Ask
students to reflect on their learning and identify the content of knowledge, behavioral
skill, or attitudes related to the academic lesson that were On Target! for them. Students
can represent their learning on a student handout with a visual representation of a target.
When using an On Target! student handout ask students to note their most meaningful
learning closest to the bulls-eye of the target. After allowing time to reflect and complete
the On Target! writing task, ask students to turn to a partner and share what they learned
in the lesson. Allow student volunteers to share with the entire class. Opportunities to
identify, communicate and share their learning will powerfully enhance the retention of
knowledge, skill, and attitudes included in the lesson. College teachers may use the
information gain through this cooperative learning tool as classroom assessment of the
instruction and learning.
Goals: Cognitive Processing, Critical Thinking, and Performance Assessment

TENS!
TENS! is a class greeting activity. TENS! is an acronym for Touch Establish Eye Contact, se
the person's Name and Smile! Ask students to meet and greet their classmates as they
enter the classroom each day. TENS! is a good classroom mixer and an opportunity for
students to come to know each other as members of a learning community. Add crosscultural greeting rituals to TENS! for a diversity experience. Ask students from diverse
cultural backgrounds to share their cultural greetings. Encourage students to investigate
the work of cultural anthropologists such as Desmond Morris and bring "New Ways to
Meet the World" to class.
Goals: Cognitive Processing, Critical Thinking, Group Processing and Performance
Assessment.
JIGSAW
Assign students to cooperative learning teams of four. Divide the academic lesson into
four key modules. Each individual student on a learning team is asked to become an
expert on one of the four key modules of the academic lesson. The student leaves his/her
learning team, joins and works with members from other learning teams to master the
academic material in their designated module. in this way each member of the team
becomes an important jigsaw "puzzle piece" for the team's understanding of all academic
content. Carefully monitor students to clarify content and check comprehension as they
work to master the content modules. When students have mastered learning of their
module, developed a plan for teaching their teammates and prepared a visual to aid in
instruction, ask students to return to their original cooperative learning teams. Each team
member "teaches" the academic content mastered. All students are held accountable for
all academic content.
Goals: Cognitive processing, Critical Thinking, Group Processing, Performance

Assessment.
ROUNDROBIN
Group students together on cooperative learning teams of four or five. offer a question for
students' critical thinking, reflection, and discussion. Students on each team
systematically take turns around the team circle while the team recorder writes down key
words and phrases from each team member as he/she shares points of view. Students
may "pass" or offer new ideas and extensions as systematic turn taking continues until
the team exhausts all ideas. An open discussion may follow the Roundrobin. This
cooperative learning tool engages all students in a systematic discussion of academic
content.
Goals: Cognitive Processing, Critical Thinking, Group Processing, and Performance
Assessment.
TRAVELING FILE
Prepare traveling Files by developing questions related to the academic content to be
mastered by students. Prepare one file folder for each cooperative learning team. During
the class, ask students to join a team of four or five. Each team receives a Traveling File
with a question to discuss. Each team discusses the question and chooses a recorder
who, with the team's assistance, prepares a short, written response and includes the
response in the Traveling File. After 10-12 minutes of discussion and writing time,
students pass the file to the next learning team so that each team gets a new file and
question. the new team now responds to the new Traveling File. Student teams may have
the option of reviewing the preceding team's response. After teams have responded to
two or three files, read and discuss the questions and responses in the Traveling File as a
class.
Goals: Cognitive Processing, Critical Thinking, Group Processing, and Performance
Assessment.

Team 1, what is the pattern to the code for Dont Drink the Water? How did your team
break the code? Did anyone else use a different method for breaking the code? [Repeat
for each code]
Now, individually rate how well you contributed ideas to your groups effort. Rate your
behavior on a scale of 1 to 5, with 1 being almost no contributions and 5 being highly
involved. Then, share your personal rating with your group. After each person has shared,
discuss how well the group contributed information and rate the group using the same
scale. Finally, identify what helped you each contribute to the group and, assuming that
you ill work together again, determine what you would do differently next time to improve
your contributing behavior. Please write these things down. Finally, thank your
teammates for their help.
How learning is structured will result in interaction that is either competitive,
individualistic or cooperative

When the learning structure results in competitive behavior, students have a negative
interdependence: "I can only be successful if you are not successful." Evaluation is normreferenced. Students are rewarded for their own work.
When the learning structure results in individualistic behavior, students have no
interdependence: "My success has nothing to do with your success." Evaluation is criteria
referenced. Students are rewarded for their own work.
When the learning structure results in cooperative behavior, students have a positive
interdependence: "I can only be successful if we are all successful." Evaluation is criteriareferenced. Students are rewarded for the group effort. Through individual accountability,
however, students earn grades based on their individual performance.
All three learning structures are appropriate in education
Students respond differently to each structure. The teacher must remember that they will
respond differently and plan for the responses.

I described three possible ways I could set up this activity and I asked you to notice what
you were thinking and feeling as a student in this activity. Id like to hear from you about
each of the three learning structures. [Chart responses for each structure.]
[Optional: Below are typical responses you may share if people do not give many
responses.]
Situation 1Competitive Structure (who can do the best?)
_________Think________ _________Feel___________
I cant do it Scared
Im not smart Angry
Im not even going to try Sick to my stomach
This is fun Excited
I have to cheat nervous and giggly
(Remembers bad situation
in grade school)
Situation 2Individualistic Structure (do your best on your own)
___Think_________ _________Feel___________

No Pressure Relaxed
Theres no pressure Confident
Bored Anxious
Im going to entertain Bored
Myself and
Ill do two or three, and
Thats enough
Situation 3Cooperative Structure (team effort)
___Think_________ _________Feel___________
This is fun Confidentif I cant
This is interesting solve it, they can
This isnt really work Enjoyable
Cause we get to talk Anxious (because I have
This is cheating learned to rely only on myself)
Lets look more closely at the characteristics, or elements, of cooperative learning. What
did I say and do so that you worked together as a group?

[elicit responses: one worksheet, one set of solutions, be sure everyone in your group can
be solve and explain the codes.]
This element of cooperative learning is called positive interdependence: we sink or swim
together.
What did I say and do so you knew you should personally master the material?
[Elicit responses: each of you must contribute ideas each of you must state what you
think the code patterns are, be sure you personally can explain the patterns, sign the
bottom of the page]
This element of cooperative learning is individual accountability.
What did I say and do so you knew how you should interact with each other?
[Elicit responses: contribute ideas, state what you think the code patterns are, reach a

consensus]
This element of cooperative learning is categorized as social skills.
In cooperative learning, all these elements-positive interdependence, individual
accountability and social skills-need to be in place to ensure that student cooperation and
learning are maximized.
After we discussed you solutions to the codes, you discussed your groups effectiveness
in contributing ideas. What did I say and do so that you reflected on how well you worked
together?
[Elicit responses: rate how well you contributed ideas, share your ratings, rate the group,
identify what helped you each contribute and what you could do differently next time.]
This activity called processing, is another characteristic of cooperative learning. The
purpose of processing is to help students focus on how to improve group interaction to
maximize learning the next time they work together.

Solve the Codes Worksheet

Each of the following is a familiar phrase or title presented first in code. Can you use the
information provided to solve the code and identify the pattern?
RETAWEHTKNIRDTNOD
DONTDRINKTHEWATER
The pattern for this code is___________________________________
_________________________________________________________

SSUSTUTAYUKOFUFFUFSQUIRRLOTUTHUHEGUGRURASUSSUSSQUIRRLO
STAY OFF THE GRASS
The pattern for this code is_______________________
________________________________________________________
3. R I P L F H D Q G P H
OF MICE AND MEN
The pattern for this code is_______________________
________________________________________________________

13 25 6 5 12 12 15 23 1 13 5 18 9 3 1 14 19
MY FELLOW AMERICANS
The pattern for this code is_______________________
________________________________________________________

MEET JOE TAYLOR AND ME AROUND JFOUR OCLOCK IN HOUSE PAST FOURTH ST. NEAR
HOME OF LOIUS
MEET ME IN ST. LOUIS
The pattern for this code is __________________________________________________________
________________________________________________________
18 9 16 8 17 4 17 7 16 12 6 8
OF MICE AND MEN
The pattern for this code is ___________________________________
_________________________________________________________
Solve the Code Answers
Each of the following is a familiar phrase or title presented first in code. Can you use the
information provided to solve the code and identify the pattern?
Written Backwards
RETAWEHTKNIRDTNOD
DONT DRINK THE WATER
Code: The sentence or phrase is simply written backwards without puncuation.
Squirrlo
SUSTUTAYUKOFUFFUFSQUIRRLOTUTHUHEGUGRURASUSSU
SSQUIRRLO
STAY OFF THE GRASS

Code: Each letter is doubled, with a u between them. Exceptions: (a) vowels are not
doubled with a u, and (b) the letter y is changed to yuk. With double letters such as in
grass, the word squirrlo follows the double letters. This code can be spoken, too. The
letter u between the consonants is pronounced as a short letter u. Essentially, words are
spelled to the listener.
Caesars code
R I PHQ DQG PLFH
OF MICE AND MEN
Code: Each letter in the message shifts three letters down the alphabet
ABCDEFGHIJKLMNOPQRSTUVWXYZ
DEFGHIJKLMNOPQRSTUVWXYZABC

Number code
13 25 6 5 12 12 15 23 1 13 5 18 9 3 1 14 19
MY FELLOW AMERICANS
Code: A number corresponds to each letter of the alphabet.
ABCDEFGHIJKLMNOPQRSTUVWXYZ
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Fourth Word Code
MEET JOE TAYLOR AND ME AROUND FOUR OCLOCK IN HOUSE PAST
Meet me in
FOURTH ST. NEAR HOME OF LOUIS
St. Louis
Code: Every fourth word is part of the message.
Caesars Code with Numbers
18 9 16 8 17 4 17 7 16 12 6 8

OFMENANDMICE
Code: Each letter translates to a number and then shifts down three letters:
ABCDEFGHIJKLMNOPQRSTUVWXYZ
4567891011121314151617181920212223242526

Next Step
As the over view ends, participants should reflect on the questions they had at the
beginning of the session as well as the information presented in the program. This activity
helps participants to identify their next steps with cooperative learning.
You have identified questions about cooperative learning that you want answered. Some
questions involve more specific information on how to implement cooperative learning in
the classroom; others pertain to defining and understanding cooperative learning and its
benefits. We will work in teams to address your questions and to plan your next step with
cooperative learning.
In just a moment, I will ask you to form a group wit two or three people from your school
or district. Even if there are more than four from the same site, remember to keep your
group size to three or four. The purpose of this activity is to discuss and plan your next
step with cooperative learning.
[Ask participants from the same school site, district, or agency to form groups of three or
four. If some sites only have one representative, gather these participants together into
groups of three or four based on similar grade level or subject matter taught. Encourage
them not to form groups larger than four because larger groups reduce each persons
chance for significant input.]
turn to the Nest Step Worksheet on page 30. This checklist will guide you in determining
your next step with cooperative learning.
First, individually read through the worksheet and check off the goals, resources, and
concerns you have for implementing cooperative learning at your site. Next share what
you have checked off with the other people on you team. Discuss the differences and
similarities of the times you each have checked. The, come to a consensus on the single
most appropriate next step for your site or agency to take. For example, your next step
may be to have each teacher in your district participate in the second training video
workshop. Or your site may need to collect more data before it can make a decision.
Finally, write your group decision on one team members worksheet and sign off on the
bottom. Your signature will indicate that you participated in the discussion and agreed
with the decision.
You will have about 15 minutes to accomplish these tasks.
[Variation: If more than one group is from the same site, give the groups time to meet

together and discuss their identified next step]

Circulate among the teams, answering questions, giving direction and encouraging each
member to share and discuss. After each part of the activity, you may want to restate the
directions for the next task.
Cooperative learning is not for everybody
Cooperative learning will not solve all school problems
Cooperative learning does have many positive benefits when used correctly
An entire plan for implementation can be overwhelming but identifying the single next
step is manageable
The procedure you used to identify the next step, sharing ideas and discussing with
colleagues, can also help you solve problems when you encounter them
You now have some direction for your next cooperative learning action
What did your site identify as its next step?
[Chart responses if desired]
Why did you decided on that action?
[This ends the workshop session for Program 1]

Next Step Worksheet

Goals
Why is cooperative learning important to out school (mark all relevant items)?
p to improve students academic achievement
p to improve students feelings about themselves
p to improve students feelings about their peers
p to improve students feelings toward school staff
p to improve students feelings toward school
p to improve students social skills
p to improve students ability to think critically and to keep a perspective

p to mainstream students with special needs effectively

p to support novice teachers
p to support veteran teachers
p to integrate with other established methodologies (eg direct instruction)
p other_________________________________________________
What resources are available to our school(s) for implementing cooperative learning?
p We have administrative support to adopt and implement cooperative learning
p Our administrators will be a part of the cooperative learning team
p The administration will present a plan to adopt cooperative learning to the school
board.
p We have teachers interested in and willing to commit to learning about and using
cooperative learning
Some teachers are already using cooperative learning
Some of our staff have attended other training sessions on cooperative learning
Teachers are already team teaching and can support on another
We do peer coaching
We can provide time for these teachers and administrators to receive more training
about cooperative learning
We will develop a library or resources for out staff to use.

Parents will misinterpret cooperative learning (i.s., shared grades, one person doing all
the work
Students will not accept it (i.e. wont want to work with certain students)
Cooperative learning takes a long time to master
Out students do not have the social skills for effective group work
Were committed to assertive discipline (or some other program that may appear
incompatible)
Other_____________________________________
What do we do next?
Get more training

Read more about cooperative learning

Try it out first
Develop a plan of action to implement cooperative learning
Meet with our staff
Identify key personnel to invite to be a part of the implementation team
Find out who is really interested in committing to cooperative learning
Visit people who are already using cooperative learning
Other__________________________________________________

We agree that our next step is_________________________________

________________________________________________________
School Site Team From
________________________________________
Signatures:
_________________ ________________________
_________________ ________________________
_________________ ________________________