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Cooperative Learning is NOT

• having students sit side-by-side at the same table to talk with each other as they do their individual assignments
• assigning a report to a group of students where one student does all the work and the others put their names on the product.

Cooperative Learning IS

• positive interdependence - students must perceive that by working together they can learn/achieve more by sharing goals, labor, materials, resources, information
• face-to-face interaction - interaction patterns and verbal interchange promoted by positive interdependence affect educational outcomes
• individual accountability for mastering the assigned material.
• appropriate use of interpersonal skills with students taught to use the skills and to analyze how well the group is functioning

One simple way to achieve this is to have students work in groups to master work, evaluate each student individually, and, if all students in a group achieve a predetermined level on the evaluation, award all members of that group a predetermined number of bonus points. (NOTE: Do not penalize groups not achieving by deducting points.)

In cooperative learning groups:

• membership is typically heterogeneous
• all members share responsibility for performing leadership actions
• responsibility for learning is shared with group members expected to provide help and encouragement to each other
• good working relationships are maintained
• interpersonal skills necessary to work together are directly taught/modeled
• the teacher observes and analyzes not only how well the students are learning but how well the groups are working together

Cooperative learning strategies can work well and enhance learning for all students; however, the language interaction they produce make them especially effective for limited English proficient students. The strategies allow and encourage students to use language for interaction to solve real problems, thus speeding up the acquisition of the English language. Some other techniques that also are helpful for LEP students, especially when the subject is abstract and has high cognitive demand, include:

• Repeat
• Paraphrase
• Slow down
• Explain
• Demonstrate
• Use visuals, realia, rich context
• Provide for meaningful practice
• Use a variety of techniques and materials
• Use all modalities

Always be aware that many LEP students are from cultures where students does not question a teacher which includes asking questions when they do not understand. They may know the concept but not the words. Try to make sure they understand.

Many more strategies exist for assisting LEP and all students succeed in the classroom. This is just a beginning.