E.

Reflection on Strategies in practice: Critically reflect on ways you can successfully implement different co-operative learning
strategies to include students with differing needs.
Cooperative Learning Strategy 1: Jigsaw
Cooperative Learning Strategy 2: Jigsaw Puzzle
What is it? Jigsaw is a cooperative learning strategy where
students work in a group cooperatively. They all have a role to
play as they work together to gain rewards for themselves and
their group (Bochner, Duchesne, Krause and McMaugh, 2011).

Benefits:
Peer assisted learning: encourages social interaction, as
peers help each other to learn (Bochner, Duchesne,
Krause and McMaugh, 2010). ASD students can learn
through modelled behaviorprior to these tasks.
Social cognitive theorists argue that in social interaction
behavior combines with personal factors, such as learning
goals and self-efficacy beliefs, and enviourmental factors
to produce learning, so that, for example, other members
of the group may provide models of language of thinking
(the enviourment) that influence personal goals and
engagement with the task (personal factors), influencing
the time on a the task and learning (behavior) (Bochner,
Duchesne, Krause and McMaugh, 2010).
Cognitive developmental theorists have argued that peer
interaction can produce cognitive benefits through the
cognitive conflict that arises by discussion on differing
viewpoints (Bochner, Duchesne, Krause and McMaugh,
2010).
Vygotskian and sociocultural theorists propose that

What is it? Jigsaw Puzzle is a cooperative learning strategy where

students are able to work cooperatively with two different groups
on one task. They all have a role to play as they work together to
gain rewards for themselves and their group. The first groups
formed all work on the same problem and work it out
cooperatively, then that student brings the information from that
group to their second group. This allows for each person in the
second group to be an expert in a different area allowing all
students to teach each other and access the information
(Bochner, Duchesne, Krause and McMaugh, 2010).
Benefits:
Peer assisted learning: encourages social interaction, as
peers help each other to learn (Bochner, Duchesne,
Krause and McMaugh, 2010).
Social cognitive theorists argue that in social interaction
behavior combines with personal factors, such as learning
goals and self-efficacy beliefs, and enviourmental factors
to produce learning, so that, for example, other members
of the group may provide models of language of thinking
(the enviourment) that influence personal goals and
engagement with the task (personal factors), influencing
the time on a the task and learning (behavior) (Bochner,
Duchesne, Krause and McMaugh, 2010).
Cognitive developmental theorists have argued that peer
interaction can produce cognitive benefits through the
cognitive conflict that arises by discussion on differing
viewpoints (Bochner, Duchesne, Krause and McMaugh,
2010).
Vygotskian and sociocultural theorists propose that
cognitive benefits arise from the co-construction and

cognitive benefits arise from the co-construction and

negotiation of meaning that occurs during social
interaction (Bochner, Duchesne, Krause and McMaugh,
2010).
Information-processing theorists suggest that the
activation of prior knowledge that occurs when group
members give explanations integrates old knowledge with
new knowledge and assist long-term memory (Bochner,
Duchesne, Krause and McMaugh, 2010).
Cognitive Load theorists theorize that devising tasks
between members of a group reduces the cognitive load
require of each one, allowing them to focus on just one
aspect of the task, rather than trying to coordinate
multiple facets or sub-tasks (Bochner, Duchesne, Krause
and McMaugh, 2010).

Implementation issues and Adaptations:

Everyone will need to be taught and modelled cooperative
learning the task before commencing, to ensure no one is
left out. Distributing specific rolls can ensure no one is left
out as well. The use of social stories can help.
Provide break cards as mentioned in section A.
The picture exchange communication system integrated
with clear verbal and non-verbal ques. An augmentive
alternative communication system that will assist ASD
students, as well as benefit all students to understand
what to do (Bochner, Duchesne, Krause and McMaugh,
2010).
Role plays and activities need to be practiced and
integrated into everyday classroom activities (Bochner,
Duchesne, Krause and McMaugh, 2010).

negotiation of meaning that occurs during social

interaction (Bochner, Duchesne, Krause and McMaugh,
2010).
Information-processing theorists suggest that the
activation of prior knowledge that occurs when group
members give explanations integrates old knowledge with
new knowledge and assist long-term memory (Bochner,
Duchesne, Krause and McMaugh, 2010).
Cognitive Load theorists theorize that devising tasks
between members of a group reduces the cognitive load
require of each one, allowing them to focus on just one
aspect of the task, rather than trying to coordinate
multiple facets or sub-tasks (Bochner, Duchesne, Krause
and McMaugh, 2010).

Implementation issues and Adaptations:

The changing nature of the class may distress the case
study student. As adaptation we could opt for the jigsaw
puzzle or create a buddy system where students will move
around in groups in pairs.
Everyone will need to be taught and modelled cooperative
learning the task before commencing, to ensure no one is
left out. Distributing specific rolls can ensure no one is left
out as well. The use of social stories can help.
Provide break cards as mentioned in section A.
The picture exchange communication system integrated
with clear verbal and non-verbal ques. An augmentive
alternative communication system that will assist ASD
students, as well as benefit all students to understand
what to do (Bochner, Duchesne, Krause and McMaugh,
2010).
Role plays and activities need to be practiced and

integrated into everyday classroom activities (Bochner,

Duchesne, Krause and McMaugh, 2010).