“Hands-on laboratory work is the classic cooperative learning activity. A group of students working together on an experiment or activity, following instructions with a variety of duties and tasks requiring students to cooperate, is the prototype of cooperative learning” (Ossont, 1993, p. 30). In order to involve all members of a group in a hands-on learning activity, one should assign roles for the students. For example, one student may be the recorder, another could be in charge of materials, and another may actually perform the activity. The roles should be rotated or reassigned so that each student can be involved in every part of the process and so that each student may have a chance to play their favorite role. (Kathleen Costello, 3rd grade teacher, Holy Spirit School, Columbus, OH).

Strategies for implementing a group learning environment are many. These are some of the best practice:

1. Decide the size of the group. Typically use from two to six students, depending on the nature of the task and the time available.
2. Assign students to groups, preferably by your heterogeneous grouping rather than by student ability or student self-selection. Do not change group assignments with each new tasks, rather allow time for each group to get to know each other through the work of several tasks. You may change grouping as little as once a month.
3. Arrange the room so that groups can work together without disrupting other groups.
4. Plan instructional materials to promote interdependence. Give only one copy of the materials to the group.
5. Assign roles to assure interdependence. Give job titles such as summarizer, researcher, recorder, encourager, and observer.
6. Structure individual accountability as well as a group assessment in which individuals’ rewards is based both on individual scores and on the average for the groups as a whole.
7. Discuss desired behaviors. Request that students take turns, use personal names, listen carefully to one another, and encourage everyone to participate.
8. Monitor student behavior. Circulate around the room to listen and observe groups in action. Note problems in completing assignments and working cooperatively.
9. Allow opportunities for groups to orally report their findings to the whole class.
10. Give feedback to each group about how well the members worked with one another and accomplished tasks and how they could improve. (Sally Parker, The Montessori House, Tampa, FL)

Reference:

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric-7.htm

By: VIOLETA S. SOBREVIÑAS | MT-I | LUAKAN NATIONAL HIGH SCHOOL