Supporting Differentiated Instruction by Fogarty Robin J.;Pete Brian M.; & Brian M. Pete

Author:Fogarty, Robin J.;Pete, Brian M.; & Brian M. Pete
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2011-08-15T00:00:00+00:00

Cooperative Learning Methods

A second major method for changing the process of instruction is differentiation through the many models of classroom collaborations, commonly collected under the heading of cooperative learning. Our discussion examines five elements that distinguish cooperative learning groups from other small-group work and delineates the decisions teachers make as they design cooperative interactions.

As a pedagogical method, cooperative learning has a long and interesting historical context, and the recognition and acknowledgment of its power as a learning technique continues to this day. The research on cooperative learning goes back to the 1970s with David and Roger Johnson’s writings (see Johnson, Johnson, & Holubeck, 1986). Cooperative learning as a differentiation strategy is still an urgent topic of conversation within PLCs because it is considered highly effective in increasing student achievement (Bellanca & Fogarty, 2003; Johnson et al., 1996; Joyce & Showers, 2002; Kagan, 1994; Marzano, Pickering, & Pollock, 2001). Unfortunately, this is an underused strategy, particularly in the upper grade levels. It’s the task of the teams within these communities to find ways to make cooperative learning an integral strategy of the differentiated classroom.

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