Most students learn better with one-to-one interactions or in small groups where they can follow the conversation better and indicate when they don’t understand. This is one of the big advantages of cooperative group learning.
The peer interaction that takes place during cooperative learning activities is especially helpful because peer language is generally less complex than the teacher’s.
These interactions also give all students a chance to actively participate and try out their own ideas in a small group setting.
These cooperative learning activities work especially well with your ESOL students (second language learners) because cooperative group learning allows them to develop their second language proficiency skills by allowing them to interact with native speakers in a low-anxiety environment.
And the fact of the matter is…interaction with native speakers helps promote second language acquisition.
Unfortunately, as many teachers know, cooperative learning activities are not necessarily easy to pull off.
Here are three things to remember when using cooperative group learning:
1. Vary Grouping Strategies ~ Groups should be arranged based on the purpose of the activity. Usually you will want to form mixed groups of general education students, special education, and ESOL students (non-native speakers). However, sometimes you will want to group ESOL students together so you or an aide can better individualize instruction.
2. Model Activities First ~ Teachers must explicitly show students how to work together. From how to get into groups to what to do for the activity…don’t assume anything!
3. Recognize Effective Group Work ~ Have successful groups share with the whole class why they were effective. You may want to give special recognition or points for successful or improved groups.
By: Adam Waxler
Posts Tagged ‘3 Things’
Cooperative Learning Activities – 3 Things to Remember When Using Cooperative Group Learning
February 22nd, 20103 Things That Father’s Can Do to Be Involved in Their Child’s Special Education
December 17th, 2009
Are you the father of a child with autism, and you would like to be more involved in your child’s education? Would you like a few simple things that you can do to benefit your child’s education? Fathers can bring a unique perspective to the special education process. This article will discuss 3 things that you can do to be more involved in your child’s special education program.
A study report that was released on July 14,2006 from the University of North Carolina of Chapel Hill found that: Children with disabilities are more likely than other youngsters to live with single mothers or other female caretakers. Children with special needs can benefit greatly, if their fathers are involved with their life and education; so jump in for the benefit of your child!
Below are a few things that you can do:
1. Learn about the federal law that governs special education; The Individuals with Disabilities Education Act (IDEA). My book Disability Deception is filled with information on IDEA, or check out http://www.wrightslaw.com
2. Attend an Individual Educational Plan (IEP) meeting for your child. These meetings must be held at least once a school year. Fathers are often treated with more respect than mothers, so your attendance could greatly benefit your child. Bring a list of your concerns, as well as a list of services that you believe your child needs.
3. Check and see if your child’s school has any Special Olympics available, or any other sports or recreation for children receiving special education services. You could help your child learn skills, or offer to coach a team. Recreation can greatly benefit a child’s ability to learn, especially if they are hyperactive. Activity often helps child with a disability focus more.
4. Take a short time off work and go and observe your child’s classroom. Talk to his teacher if time permits.
5. Talk to other fathers, and perhaps start a group that will address your needs in the special education system. Talking to other fathers, will give you the chance to share ideas, and encourage each other in this journey.
As an advocate for over 15 years, I found that children with disabilities that had their fathers involved in their educations, were often more motivated to do well. As I stated earlier, fathers are often given more respect than mothers so this should be a motivation to be more involved. You are the only father that your child has; and they are depending on you.
By: JoAnn Collins
