Professional Documents
Culture Documents
Promotes
-Positive
Interdependence
-Individual
Accountability
E
Excellent way to
teach inclusion
classrooms.
E
CREATING COOPERATIVE
LEARNING GROUPS AND
ASSIGNING JOBS/ROLES
DISABLED STUDENT
MOST EFFECTIVE
ROLES
ADHD- Note taker, leader,
reader- keep them busy
HFA- Encourager, creative
thinker-planner
LD/MID- Leader,
questioner, answerer
EBD- Leader, answererboosts esteem
OHI- Time keeper, Leadertry not to tire out
CD- Questioner- will do
great for checking for
understanding, encourager
DHH/VI- Questioner,
leader,
VI- Reader when braille is
available
Jennifer Dubberke 8
COOPERATIVE
LEARNING
How to implement in classroom
1.Assign groups
Groups can be any size 2- whole
class; try to diversify groups, boys
and girls, non- disabled and
disabled, mixed race. 2-3 students
per group works best. Dont let
students pick their own groups.
2.Give roles
Each student needs a role of their
own to feel important to the group.
Have a leader, time keeper, note
taker, questioner, and answerer.
3.Make them
accountable
Ask students from each group
questions about the material to
make sure that they are all learning
and understanding. Keep students
on task.
4.Make a group
discussion
End with a group discussion on the
topic to ensure all students
understand the topic.
Igel, C., & Urquhart, V. (2012). Generation Z, Meet Cooperative Learning. Middle School Journal (J3), 43(4),
16-21.
Tan, P., Macey, E. M., Thorius, K. K., Simon, M., & Indiana University-Purdue University Indianapolis
(IUPUI), G. C. (2013). Equity by Design: Using Peer-Mediated Learning to Advance Equity for All Students.
Great Lakes Equity Center,
Watkins, D. E., & Wentzel, K. R. (2008). Training Boys with ADHD to Work Collaboratively: Social and
Learning Outcomes. Contemporary Educational Psychology, 33(4), 625-646.
Jennifer Dubberke 8