Ideas

for the Classroom

Remember that one important aspect of cooperative groups that include a student with a learning
disability is that every member has an important role. If they do not do their part, then the entire task is
not achievable. Here is an activity that exercises this requirement:

More Learning Strategy

and Activity Ideas
for Cooperative Learning Groups
Video Modeling Interventions - Video
modeling interventions with children with
disabilities involve the observation of a model
peer performing a target behavior or a video of
one's self performing a target behavior such that
the child can directly view the idealized b ehavior
as he or she might act in the future. This
addresses a wide range of issues such as
improving peer interactions, increasing on-task
behavior, and decreasing inappropriate
behavior. Applies to cooperative groups as well.

Jigsaw Different members of a team read

different parts of some assignment and
complete information on a certain topic. Each
team in the class has an expert on a certain
topic but there are multiple experts on each
topic. Information is shared when the teams
come together and the entire class benefits
while not everyone had to do all the work.
Students with learning disabilities can
contribute valuable information.

Pro-Con-Caveat Grid - The instructor poses an

open-ended question and students respond to it
by writing all the reasons to be in favor of the
statement (the pros), all the reasons t o be
against the statement (the cons), and all the
things to keep in mind while debating the issues
(the caveats). Students in groups of four
compare their Pro-Con Caveat Grids and take
the best ideas from each to form a new, more

Solving Math Word Problems with Mnemonics

Short Term Instructional Objective: Most students are frustrated with word problems. Using the
mnemonic R IDGES helps the student translate the word problem. RIDGES: Read the problem for
understanding; Identify variables (list all information given in the problem); Draw a simple picture; Goal
statement (write what you want to solve); Equation (write a math equation that tells the problem in
numbers); Solve the equation by plugging in numbers.

Social Skill: each member of the 3-person team takes the responsibility to practice 2 of the 6 steps, which
practices division of labor.

Face-to-Face Interactions and Steps:

1.
2.

3.
4.
5.
6.
7.
8.

Teacher assigns students to groups of 3. Person 1 takes RI steps, 2, DG steps and 3, ES steps.
Teacher refers to the RIDGES mnemonic which as been p osted prominently throughout the room. Students
created colorful posters, looking up the word mnemonic, to help remember the meaning of each.
The trios solve the first three word problems.
Teacher says, OK! Now it is time to switch roles. Person 2, its your turn to do the RI steps, person 3 you will
do DG and person 1, youll do ES. Continue with the next three problems.
After about 10 minutes, switch roles again.
After all are finished, each individual p erson will solve problem #10 on his own using RIDGES.
Teacher can ask individuals to explain the RIDGES process.
Teacher then says, Now lets discuss the impact of this method. Raise your hand if you noticed that solving
word problems was a little easier. Also ask if different students drew different pictures for the same
problem. When the answer is yes, then remind them that that the way we picture the problems can vary.
The same is true for how to write the equations. We arrive at the same answer but arrive in various ways.

References
Millis, B. J. (2014). Using Cooperative Structures to Promote Deep Learning.
Journal on Excellence in College Teaching, 25(3-4), 139-148.

O'Brien, C. c., & Wood, C. L. (2011). Video Modeling of Cooperative Discussion Group Behaviors with Students with Learning Disabilities in a Secondary
Content-area Classroom. Journal O f Special Education Technology, 26(4), 25-40.

Plans.
Nevin, A., Renne, D., & Arizona State Univ.-West, P . (2001). Cooperative Group Learning: K -12 Mathematics Lesson

complex grid reflecting the most persuasive pros and

cons and the most helpful caveats. After teams have
completed the new graphic organizer, it is passed to
another team, where the students discuss key points
such as, (1) How are these points similar/dissimilar
from those we selected? (2) With what did we
disagree? (3) What did we discover? After the teams
discuss the grids, volunteers summarize points from
the discussion. This activity results in critical thinking
because students see alternative ways of responding
to the same proposal. All team members contribute
to the new ideas because all were required to take a

side.

Why Students with Disabilities

Benefit
from Cooperative Learning

Learning Strategies
and Activities
For
Cooperative Learning Groups

In cooperative learning groups, observations

suggest that most students with learning
disabilities are left behind, therefore contributing
little to the group discussion or overall goal, while
their peers progress with the task.

However, if these students are shown a model of
what to do, they are much more successful at
imitating the observed skill in the appropriate
context.

Individuals who need more assistance, support,
encouragement, and other accommodations to
complete the assignment are acknowledged in
cooperative groups.

As class sizes grow, teachers have less time for
individual attention. At the same time, students
with disabilities are moved into regular classrooms
but they need more attention. Cooperative
learning allows peer students to help teach the
social and academic skills when needed.

Especially Students with These

Disabilities

Emotional and behavioral disorders

Autism spectrum disorders
Learning disabilities

Why cooperative learning? Because it is

Well-defined as opposed to collaborative learning, which can mean almost anything
depending on whom defines it. Cooperative learning is tightly controlled.
An extremely useful pedagogy. It is not necessarily focused on consensus based
conclusions but problem solving is an important aspect.
Successful when groups are as diverse as possible. Diversity is essential because
students need to develop critical-thinking skills, which come from having assumptions
challenged and seeing alternative ways of approaching problem solving. Furthermore,
diverse teams ensure that students learn to work with others unlike themselves,
which is important in the workplace.
Positive interdependence, which means that the task requires more than one
student. Therefore, students have a vested reason to work together.
Individual accountability, which means that students earn the grades that they
receive. The instructor conscientiously determines the contributions of each team
member and assigns grades accordingly. This is accomplished by individual self-
assessments and peer reviews.
Driven by social and leadership skills, monitored by both teachers and students.
These skills include such things as drawing out reluctant speakers, shutting down the
dominators, and being certain that all team members contribute. Some instructors
actually teach mini-sessions on these skills to be certain that students are adept at
them. Cooperative learning instructors do not assume that students come to their
courses with the prerequisite skills for working in groups.

By Marcia Arcuri #1