Teachers Network
Translate Translate English to Chinese Translate English to French
  Translate English to German Translate English to Italian Translate English to Japan
  Translate English to Korean Russian Translate English to Spanish
Lesson Plan Search
Proud New Owners of teachnet.org... We're Very Flattered... But Please Stop Copying this Site. Thank You.
Our Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Popular Teacher Designed Activities
TeachNet NYC Dirctory of Lesson Plans

VIDEOS FOR TEACHERS
RESOURCES
Teachers Network Leadership Institute
How-To Articles
Videos About Teaching
Effective Teachers Website
Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Teacher Research
For NYC Teachers
For New Teachers
HOW-TO ARTICLES
TEACHER RESEARCH
LINKS

GRANT WINNERS
TeachNet Grant:
Lesson Plans
2010
TeachNet Grant Winners
2009
TeachNet Grant Winners
Adaptor Grant Winners
2008
TeachNet Grant Winners
Adaptor Grant Winners
2007
TeachNet Grant Winners
Adaptor Grant Winners
Other Grant Winners
Power-to-Learn
Math and Science Learning
Ready-Set-Tech
Impact II
Grant Resources
Grant How-To's
Free Resources for Teachers
ABOUT
Our Mission
Funders
   Pacesetters
   Benefactors
   Donors
   Sponsors
   Contributors
   Friends
Press
   Articles
   Press Releases
Awards
   Cine
   Silver Reel
   2002 Educational Publishers Award

Sitemap

How To: Adjust Your Teaching Style to Your Students' Learning Style
How to Home
How To: Adjust Your Teaching Styles to Students' Learning Styles
How To: Develop as a Professional
How To: Implement Standards, Curriculum, and Assessment

Including Children with Special Needs: Cooperative Groups
Ed Clement

Inclusive children blend much better academically and physically into a classroom where cooperative groups are being used to further academic achievement. I've also found that the academic performance of a cooperative group often reaches a higher level than the individual students would have reached on their own. The down side to cooperative grouping is that you don't really know if the students in a given group are going to gel until after you start the lesson. To cut down the risk of failure when deciding the composition of cooperative groups, I advise:

  • Learning everything you can about your class, especially their past academic achievements. I keep a data base with every year's standardized test scores for every child that is likely to become a member of my class.
  • Not letting the children decide the groups' compositions.
  • Creating groups in which the non-inclusive students have similar or equal achievement levels.
  • Letting the students sit where they want to before you group them. Observe who they sit with and then try to avoid putting them in the same group.
  • Seating students that you intend to group together close to each other and observing how they interact.
  • Observing potential group members outside the classroom, in the playground or cafeteria, to see how they interact.
  • Never putting more then one inclusive student into a cooperative group.
  • Keeping the cooperative group size to 2,3 or 4 students with 3 being the most desirable.
  • Changing group membership very reluctantly. If the members of the group know that there is no chance of changing groups, all but a very few will learn to work together.
Several years ago a new automobile assembly plant opened in our area offering $22-an-hour jobs with full benefits. In the last and most important step in the application process, each prospective employee was asked to perform a simple task. The only two criteria used to judge that part of the evaluation were: could the applicant follow directions and could the applicant work successfully as part of a group.

 

Come across an outdated link?
Please visit The Wayback Machine to find what you are looking for.

 

Journey Back to the Great Before