Cooperative Learning Checklist

A cooperative learning activity can be integrated into any lesson plan model.
Use this checklist to help you think through a cooperative learning lesson. Make
sure you include these components somewhere in your lesson.

What will the size of your groups be?

What criteria will you use to group students?

What social skill will you emphasize in this lesson?

How will you create positive interdependence in the cooperative activity?

How will you create individual accountability?

How will you have the groups evaluate and reflect on how well they worked

together?

5 Key Elements of
Cooperative Learning
1. Positive Interdependence
The success of the group depends on all members doing their part.
We sink or swim together.
No hitchhikers!
2. Individual Accountability
Each group member is required to show what he/she learned.
3. Group Processing
Teacher-led debriefing and evaluating session short
Groups evaluate how well they did using the identified social skill(s) and
accomplishing the task.
4. Social Skills
Direct instruction about how to behave during group work
T-chart to show quickly what teacher will be looking for
Sequential skills (forming, functioning, formulating)
5. Face-to-Face Interaction
Groups must be able to look each other in the eye.
They cant sit side-by-side.

Four Corners Model

1. Choose four aspects of a topic that your class is currently
focusing on.
2. Assign each of these aspects to a corner (or an area) of your
room.
3. Present the topic and the four related aspects to the whole
group and give the students some "think time."
4. Students can then choose a corner to discuss the topic.
5. Representatives from each corner can share what their
respective groups discussed.

Jigsaw Model
1. Introduce the jigsaw
2. Assign students to groups
3. Explain the task and assemble expert groups
4. Allow expert groups to process information
5. Experts teach in their learning group
6. Hold individuals accountable
7. Evaluate the jigsaw process.

Graffiti Model
1. Prepare the graffiti questions, group number, and
composition
2. Distribute materials (give each team a different color of
marker)
3. Groups answers questions
4. Exchange questions
5. Return to the original question, summarize, and make
generalizations
6. Share information
7. Evaluate the group process.

Academic Controversy Model

1. Students are broken into groups of 4.
2. Students break into pairs and prepare their positions on
a topic.
3. Students come back as a foursome to present and
advocate their positions.
4. Once both positions have been argues, there is open
discussion and rebuttals.
5. Reverse positions
6. Students synthesize and integrate the best evidence
into a joint position they can agree on.
7. Present the group synthesis
8. The class processes the controversy and participation of

Student Teams-Achievement Division (STAD)

Model
1. Present a new concept (usually through direct
instruction)
2. Form teams for study and practice. Everyone must
understand all the material being studied.
3. Test students on newly learned materials
4. Recognize winning teams

Teacher Tips:
1. They work best when not grouped by ability.
2. Keep them small!
3. Use but dont overuse.
4. They must be structured.
5. They require time, patience, and reinforcement.
6. Everyone in the group must have a job!
7. Teach your students that it is okay to agree to
disagree.

Things to Do When Monitoring Groups

In order to ensure that groups are working effectively and
together to complete the task, the teacher's role is to observe
and monitor each group. Here are a few things you can do
while circulating around the classroom.
1. Give Feedback - If the group is unsure on a specific task
and needs help, give your immediate feedback and
examples that will help reinforce their learning.
2. Encourage and Praise - When circulating the room, take
the time to encourage and praise groups for their group
skills.
3. Reteach Skills - If you notice that any group does not
understand a particular concept, use this as an
opportunity to reteach that skill.
4. Learn About the Students - Use this time to learn about
your students. You may find that one role works for one
student and not another. Record this information for future