Cooperative Learning For Middle School Students with Disabilities

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Cooperative Learning For Middle School Students
with Disabilities

• By Brent Lopick
• A Development and Application Tool for Learners

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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

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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

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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?

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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.

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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

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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  

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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

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Differences Cooperative Groups vs. Traditional
Groups (6)

• Cooperative

• Traditional

• 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

• 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

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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 yourselfWhat 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)

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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)

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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?)

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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)

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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

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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

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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.

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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?

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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.

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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.

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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?

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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

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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).

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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.

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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?

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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 others 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.

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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.

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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

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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

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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.

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Case Study-Meghan a Student with a Disability

• Questions for Discussion Please answer the
  following questions to assist Ms. Perrywinkle
  with Meghans Cooperative Learning group
  placement.
• 1. What considerations are included in Meghans
  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
  Meghans cooperative learning experience?
•  
•  
•  
•  

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Study Guide

• For additional learning please complete the study
  guide on the table in front of you.

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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.

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References

• 4 Jenkins, J.R., OConnor, 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.

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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.

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Contact information

• Brent Lopick
• lopick14_at_yahoo.com