Module 4

The concepts that were most interesting to me were those regarding group and cooperative learning. Since the traditional classroom structure is changing and moving away from individual learning and lecture, group work is more prominent. Therefore, it is important that we get the dynamics of this right to ensure successful learning experiences for our students. According to Woolfolk (p. 388), the five elements of true cooperative learning groups are; Positive interdependence, promotive interaction, individual accountability, collaborative and social skills, and group processing. These elements allow group members to count on each other to achieve goals while working together in a positive and constructive way. However, the same procedures for creating groups cannot always be the same. Depending on the learning objectives, the make up groups should change. If the objective is to practice, review, or rehearse information, then a group size of 4-6 is ideal (Woolfolk, p. 389). If the objective is to get each student engaged in computer learning, discussions, or problem solving then a group size of 2-4 would be more efficient than a larger size (Woolfolk, p. 389). The author also suggests that groups be comprised of boys and girls equally. Within groups, the assignment of roles will promote full participation of students as well as cooperation (Woolfolk, p. 390). This can allow for students of varying levels of knowledge and ability have an active part in learning. The strengths of each student will make valuable contributions to the group objective, while allowing weaker areas to be strengthened in the process. There is a table (10.3) that offers suggestions for roles that provide a task for everyone within a group. This would be a great way to make everyone in a group feel that they are an important and necessary part of meeting a goal. Although cooperative learning is a great way to promote learning, it must be carefully planned and considered before implementation. Students with special needs may not necessarily benefit from cooperative learning activities, so this must be considered before using such an activity in the classroom (Woolfolk, p. 393). This goes for students with disabilities as well as gifted students.