Cooperative Learning - Assignment 3A

This week we are discussing cooperative learning. For this particular assignment, we are to analyze the use of grouping patterns to teach grade level standards in the area of writing in our content area, and to defend how such grouping patterns allow for differentiation and increase student performance. My evaluation is based on high school level English Language Arts, Content Standard 1.0: Writing Strategies. Under this content standard, "students write coherent and focused essays that convey a well defined perspective and tightly reasoned argument."

1. Whole Group Instruction
When the teacher gives direct instruction to the whole class, there are more opportunities to present material in ways that adapt to various needs, abilities, and learning styles. In other words, the teacher has more control and more opportunity to differentiate instruction. Differentiation can be presented during whole group instruction through use of visuals and types of questions. Whole group instruction can also be used as a segue into other types of grouping patterns, such as small group or peer-pairing. Students would first be given the content of the lesson or even taught part of the lesson as a whole group, which will then prepare them with the information that they will need to apply to their smaller groups. For this part of the lesson, after students have been given the content through text and/or video/images, I would introduce the group to the concepts and format of a thesis statement. A variety of sentence frames can also be provided for those who might need more guidance in beginning this writing process. 

2. Small Group Instruction
Small groups can be organized based on student needs, abilities, and learning styles. For this part of the assignment, students would work together to form a thesis statement and develop an outline for their essay. Together, students can brainstorm ideas and help each other construct a thesis. In this setting, a heterogeneous grouping pattern would promote students working with each other and the teacher could provide extra one-on-one instruction for students who may need the added help. Once students spend enough time with their groups brainstorming and outlining, they can then work individually to construct a 1st draft, which can then be peer edited by members in the next group meeting. 

3. Peer Pairs Instruction
The writing process can also be conducted through peer pairing. This process can work the same as small group instruction would, except students would benefit more by being paired homogeneously. Students at a similar reading/writing level are likely to gain more from working with a student of similar abilities rather than with a student who is much more advanced or who works at a lower level. The teacher can then work with pairs who might need more guidance in the writing process by providing graphic organizers or questions of the appropriate level. This would provide more focus for the students so that they can successfully brainstorm, form a thesis, and prepare an outline. 

These types of cooperative learning allow for differentiation in that they focus on student needs, abilities, and learning styles. Students are provided differentiation by working with students of similar abilities and with the added assistance of one-on-one instruction and sentence frames/graphic organizers. They are also provided opportunities of increased performance by working in heterogeneous groups in which students of various abilities have new strategies to offer. Lower level students can learn from more advanced students while advanced students can share their methods and challenge each other productively.