Cooperative+Learning+-+Central+Elementary+School

Research supports the use of cooperative learning approaches in the classroom. As identified in **EFFECTIVE SCHOOLING PRACTICES: A RESEARCH SYNTHESIS** (Northwest Regional Educational Laboratory, 1984), those findings include: At the CLASSROOM level:

Resources and teaching activities are reviewed for content and appropriateness and are modified according to experience to increase their effectiveness in helping students learn.
 * 1.1 INSTRUCTION IS GUIDED BY A PREPLANNED CURRICULUM.**


 * 1.2 THERE ARE HIGH EXPECTATIONS FOR STUDENT LEARNING.**

Teachers help students get ready to learn. They explain lesson objectives in simple, everyday language and refer to them throughout lessons to maintain focus.
 * 1.3 STUDENTS ARE CAREFULLY ORIENTED TO LESSONS.**

Students have plenty of opportunity for guided and independent practice with new concepts and skills. Teachers select problems and other academic tasks that are well matched to lesson content so student success rate is high. Seatwork assignments also provide variety and challenge. Teachers require that students be accountable for their academic work. When introducing new concepts and skills, wholegroup instruction, actively led by the teacher, is preferable. Smaller groups are formed within the classroom as needed to make sure all students learn thoroughly. Students are placed according to individual achievement levels; underplacement is avoided. Teachers review and adjust groups often, moving students when achievement levels change.
 * 1.4 INSTRUCTION IS CLEAR AND FOCUSED.**
 * 1.5 LEARNING PROGRESS IS MONITORED CLOSELY.**
 * 1.6 INSTRUCTIONAL GROUPS FORMED IN THE CLASSROOM FIT**
 * INSTRUCTIONAL NEEDS.**

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