jim



Marzano makes several points which inform the use of the grouping strategy cooperative learning. It is instructive to note that all students, regardless of ability, are benefited even by homogenous ability grouping when compared to no grouping. But the text goes on to point out that the largest benefit in this strategy is derived from heterogeneous grouping. Ability grouping should, therefore, be used sparingly. The five defining elements of cooperative learning are maximized when groups are kept small, and the use of this strategy is applied consistently and systematically. I have used formal groups to cover material when pressed for time in terms of the pacing guide. I have allowed students to choose their own groups of three or four students who are assigned a section of a chapter to read and then formulate answers to questions which are designed to elicit the big idea of each section. Then the groups present the material to the class, explain their answers to the questions, and field questions by the class about the section. This usually requires 2 or three periods to complete and the results are almost always positive in terms of the results of summative assessments at the end of the chapter. The pitfalls which I have found are groups wasting time socializing ( a coomon hazard at the high school level) and absenteeism and its negative effect on the group and the missing student’s learning gaps. [|Cooperative Learning]