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Cooperative Learning For Middle School Students with Disabilities

Cooperative Learning For Middle School Students with Disabilities . By Brent Lopick A Development and Application Tool for Learners. Learner Objectives. Participants in this seminar will be able to: Define cooperative learning & its 5 elements

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Cooperative Learning For Middle School Students with Disabilities

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  1. Cooperative Learning For Middle School Students with Disabilities By Brent Lopick A Development and Application Tool for Learners C. 2008 B. Lopick

  2. Learner Objectives Participants in this seminar will be able to: • Define cooperative learning & its 5 elements • Identify differences and similarities between traditional learning and cooperative learning • Identify strategies to ensure that the 5 elements of cooperative learning are applied • List & explain 2 types of cooperative learning assessments • Describe 3 benefits of cooperative learning

  3. Presentation Agenda • Case illustration • Cooperative learning and its relationship to students with disabilities & benefits • Differences and similarities to traditional learning • Implement • Teach process skills & strategies for application • Troubleshooting • Assessments • Research Conclusions • Case Study • Study Guide

  4. Case Illustration Meet Florence: She is a 8th grade student who expresses herself well verbally, however she has particular problems with reading and writing and exhibits some disruptive behaviors. It appears that she trails in sight word vocabulary. What can you do to influence language development for Florence?

  5. Cooperative Learning for Students with Disabilities (6) • Cooperative learning is one of the most frequently recommended strategies for effecting the inclusion of students with disabilities in regular education classrooms. (i.e. team base project with grades based on team performance). • Cooperative learning is a peer-mediated, instructional arrangement: “in which small groups or teams of students work together to achieve team success that promotes’ the students’ responsibility for their own learning as well as the learning of others”.

  6. Cooperative Learning for Students with Disabilities (6) 1. Increases task and social engagement between students 2. Improve on-task time 3. Improves peer acceptance 4. Improve academic achievement 5. Addresses diverse educational goals (social & academic) 6. Motivates students to help each other 7. Improves attitudes towards teachers and schools

  7. Five Elements of Cooperative Learning (2) 1. Positive Interdependence: each group members efforts are required for success 2. Face-to-Face Interaction: orally explaining how to solve problems, checking for understanding 3. Individual Accountability: keep group size small, record frequency of member contributions 4. Process Skills: social skills must be taught, active listening, conflict resolution, trust building, emotion control 5. Group Processing: members can discuss interactions and need for change

  8. Strategies to Ensure Elements (2) 1. Positive interdependence: the group has only one pencil, paper, book, or other resource ,one paper is written by the group 2. Individual accountability: one student is chosen at random and questioned on the material the group has studied, observe turn taking 3. Process skills: listen to others, everybody has time to speak 4. Face-to-face interaction: one group member discusses concept with another 5. Group processing: as a group make a decision about what behavior to continue and what to change

  9. Differences: Cooperative Groups vs. Traditional Groups (6) Cooperative Traditional Responsibility for oneself No interdependence No individual accountability Social skills assumed Teacher is primary resource Teacher intervenes One appointed leader No group processing Just get job done • Responsibility for each other • Positive interdependence • Individual accountability • Social skills taught and reinforced • Students are major resource • Teacher interacts • Shared leadership • Effective group processing • Get job done & enjoy

  10. Research Suggested Implementation (2,4,6,8) 1. Cooperative learning lessons need to be sufficiently long for group to mature (i.e. 40 mins 2x a week to more frequent much longer for a research project) 2. Ask yourself=What are the priority tasks that need attention? What needs to be done carefully? How much time is there for brainstorming of discussion) 3. Select a learning target (i.e. identify anatomy of circulatory system 4. Select a learning format (i.e. group performance, meet criteria, inquiry based, jigsaw) 5. Design a task structure ( size of group, composition, roles)

  11. Research Suggested Implementation(2, 4, 6,) 6. Size (3 or 4 members with one student with a disability) 7. Composition (mixed ability is suggested when working with a student with a disability)

  12. Research Suggested Implementation(4, 6) Assign student roles, first examine the task and ask and ask yourself what jobs need to be done to make the task successful. 1. Taskmaster -makes sure the group stays on task (statement: we need to move on we are running out of time) 2. Checker - verifies that everyone agrees with an answer or approach and that all understand (statement: Mary, do you understand?)

  13. Research Suggested Implementation(4, 6) 3. Gatekeeper - makes sure each person has a turn and that all participate about equally--no loafers and no bullies (statement: "Let's hear from Pete ) 4. Praiser - encourages others to share ideas, give opinions, and work hard (statement: Great idea!“) 5. Recorder - documents responses once all agree. (statement: Were the letters D,B,E,A,C?" Say them again so I write it down correctly)

  14. More student roles (4, 6) Gofer, noise monitor, elaborator Design a central role for the student with a disability that associates with their strengths Case of Florence who expresses herself well verbally. Her strength may be in a praiser role

  15. Teach Process Skills (2, 6) 1. In almost every case, those teachers whose students succeed at executing effective cooperative learning activities have taught their students the skills they need to do so. 2. Those teachers who assume that their students have the skills to participate in cooperative learning activities without the need to be taught those skills are usually disappointed. 3. Individual responsibility: trying, asking, helping, courtesy 4. Team responsibility: solving, consulting, work together

  16. Teach Process Skills (2, 6) Active listening: listen close, make comments, use clarification questions. I heard you say that the group should take a position, make eye contact. Resolve conflict: students will need to be aware of their level of emotion. Second, they will need practice using I-messages instead of personal attacks. Third, students should increasingly see the need and value of being in the habit of thinking win-win rather than win-lose when conflict arises. Communicate concerns and opinions: students will need to learn to use a combination of the skill of using I-message and maintaining the focus on the quality of the ideas rather than those that came up with the ideas.

  17. Teach Process Skills (2, 6) How to make decisions: one of the first things that the class will need to recognize is that in a group of 4. There may be times when one or more students are not going to like the direction the group takes. We might ask the question proactively: “So when each group is engaging in the process or picking a topic, what are we going to do if our topic is not chosen? Are we going to take it personally and quit and pout, or are we going to let it go and stay 100% invested in the effort, and do what is best for the group as a whole?”

  18. Teach Process Skills (2, 6) How to perform a role : this may seem like common sense, few students will know what constitutes the successful execution of their role. A written explanation is useful on many levels. It provides the clarity that only words can. How to execute the learning process: procedures such an inquiry-based learning and jigsaw are difficult procedures to learn. They will require practice. We will want to initially teach these procedures in a low threat context until there is evidence that they have been mastered to a sufficient degree.

  19. Teach Process Skills (2, 6) How to share: while again, this may seem like common sense. Practice asking nicely and looking for others who might need a item you just finished with. How to execute the learning process: Procedures such an inquiry-based learning and jigsaw are difficult procedures to learn. They will require practice. We will want to initially teach these procedures in a low threat context until there is evidence that they have been mastered to a sufficient degree.

  20. Teach Process Skills (2, 6) Each skill should be identified by naming it. The importance of each skill should be explained. The skill should be demonstrated. The students with and without disabilities should be reminded to use the skill during activities. Feedback should be given, and reflection on skill usage. Use a concept attainment exercise. What we are asking is for the student to provide us with examples and non-examples of the concept. For example, we might ask the class, what are examples and non-examples of “active listening?

  21. Troubleshooting (intervening with groups that are functioning poorly) (1, 4, 7) Very often you will find that all the groups but one or two are on task and functioning effectively. It will be useful to keep in mind that there are three important guidelines: 1) groups that are on task that need a teacher to be their communication link and source of encouragement, i.e., the groups on task need to be reinforced for being on task, 2) a group or two that is off task that needs help 3) a whole class that is watching and learning from how you deal with both the groups that are off task as well as those that are on task

  22. Troubleshooting (1, 4, 7) Problem Scenario #1: When the Problem is the Whole Group dynamics If a whole group is having trouble working together, keep the ownership of the problem on students, and provide interventions that provide choices and consequences. Intervention-How are you going to fix your problem? (trouble shoot and gain commitment) What do they need as a result? – Strategies that they must agree to that will support their collective functioning. A clear sense that the group understands the consequences for not demonstrating that they can function (i.e., when I come back what will I be seeing from this group).

  23. Troubleshooting (1, 4, 7) Problem Scenario #2: When it is Just One Student who is Instigating the Problem Often we will have a student or two that struggles within the group context. It is likely that they have struggled in the past and have gotten used to being “the problem student.” Intervention-We can do this, how can I help? What do they need as a result? – Information and clarity of the task. The problem student needs to hear a clear and positive message “I know you can do this, I expect you to do this, you are capable of doing this, and so stop whatever game you are playing and contribute to your group.”

  24. Assessments (2, 6, 8) How and what we assess will define for the students. What is important in the experience and shape the learning environment as much as anything else we do. What we assess tells the students what to care about and what constitutes success. Do we want to assess formally or informally? Do we want our unit of analysis to be the individual student or the group as a whole? Do we want to focus more on the final product or on the process and level of investment the students make along the way?

  25. Assessments (2, 6, 8) Formal Self- Assessment: good for having the students reflect on their process effort. Shifts the LOC of assessment to students. Problematic when trying to promote accountability. Process Assessment: helps motivate the student to put forth full effort and be cooperative. Does not penalize students for other’s lack of effort Product Assessment: rewards students for their personal contribution and does not penalize them for others lack of quality. Does not readily promote cooperation skills.

  26. Assessments (2, 6, 8) Behavior observation: use pre and post group observations to determine both social and academic engagement levels for students with and without disabilities. Peer acceptance: examine peer acceptance of students with disabilities both before and after a co-operative learning activity.

  27. Research Conclusions for Cooperative Learning & Students with Disabilities (1,2,4,6,8) 1. Use cooperative learning for students with disabilities utilizing the 5 elements that ensures that students are taught process skills 2. Target social and academic skills, use pre and post test measures 3. Use structured tasks, worksheets, research projects 4. Continuous monitoring 5. Mixed groups

  28. Research Conclusions for Cooperative Learning & Students with Disabilities (1, 2, 4, 6,8) 6. Frequent quizzes to check learning 7. Reinforce social skills 8. Select suitable group members for the student with a disability 9. Ensure cooperative learning is sufficiently long ( at least 40 minutes 2x week) 10. Teachers should be trained on how to implement all essential elements

  29. Case Study-Meghan a Student with a Disability • MEET MEGHAN  • She is 12 years old. She is a respected member of the 6th grade class. People are drawn to Meghan because of her courage, her humor, and her belief in living for her dreams. Meghan has a strong circle of friends. She enjoys playing tennis, music, and movies. Meaghan was born with a cognitive delay. She has a IQ of 88. She has a diagnosed speech stutter. Meghan is taught in a inclusive school. This week Ms. Perrywinkle, the 6th grade History teacher is assigning cooperative learning groups to gather information on history topics and create a outline of main ideas and events of the topic.

  30. Case Study-Meghan a Student with a Disability Questions for Discussion: Please answer the following questions to assist Ms. Perrywinkle with Meghan’s Cooperative Learning group placement. 1. What considerations are included in Meghan’s group placement? 2. What cooperative role will you create for Meghan? 3. How will you check Megan for accountability? 4. What is a possible social objective for Meghan in the cooperative learning group? 5. Which method (s) can you use to assess Meghan’s cooperative learning experience?

  31. Study Guide For additional learning please complete the study guide on the table in front of you.

  32. References [1] Grey, I.M., Burton, C., Honan, R., McGuinnes, R., & Daly, M. (2007). Co-operative learning for children with an autism spectrum disorder (ASD) in special class settings: An exploratory study. Educational Psychology in Practice. Vol. 23, No. 4, pp. 317- 327.   [2] Johnson, D. W., Johnson, R., & Holubec, E. (1998). Cooperation in the classroom, (7th ed.). Edina, MN: Interaction Book Company. Book by leading researchers in cooperative leaning. [3] Jenkins, J. R., Antil, L.R., Wayne, S.K. & Vadasy, P.F. (2003). How cooperative learning works for special education and remedial students. Exceptional Children., 69 (3), 279-92. Students with disabilities and cooperative learning.

  33. References [4] Jenkins, J.R., & O’Connor, R.E., (2003) Cooperative learning for students with learning disabilities: evidence from experiments, observations, and interviews. Handbook of Learning Disabilities. New York: Guilford. [5] McMaster, K.N. & Fuchs, D. (2002). Effects of cooperative learning on the academic achievement of students with learning disabilities. Learning Disabilities Research and Practice., 17 (2), 107-11.An article regarding research into practice. [6] Murphy, E., Grey, I.M., & Honan, R. (2005). Co- operative learning for student with difficulties in learning: a description of models and guidelines for implementation. British Journal of Special Education. Vol. 2, No.3, pp. 157-164.

  34. References [7] Oortwijn, M. B., Boekaerts, M., Vedder, P., & Fortuin, J., (2008). The impact of a cooperative learning experience on pupils’ popularity, non-cooperativeness, and interethnic bias in multiethnic elementary schools. Educational Psychology. Vol.28, No. 2, pp. 211-221. Study on specifics of multiethnic cooperative learning practice. [8] Piercy, M., Wilton, K., & Townsend. M., (2002). Promoting the Social Acceptance of Young Children with Moderate-Severe Intellectual Disabilities Using Cooperative Learning Techniques. American Journal of Mental Retardation. Vol. 107, No. 5, pp. 352-360.   [9] Sapon-Shevin, M., (1994). Cooperative learning and middle schools: What would it take to really do it right? Theory into Practice. Vol. 33, No. 3, pp. 183-190.

  35. Contact information • Brent Lopick • lopick14@yahoo.com

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