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groups, and change group placement frequently. To meet the needs of middle school and high school
students of all ability levels, schools need to focus on eliminating the remedial focus in the lower tracks
and emphasize high expectations and higher-level thinking skills for all students. For effective
cooperative learning at any grade level, teachers should specify objectives for interpersonal skills,
emphasize positive interdependence, form heterogeneous groups, use small groups, and facilitate group
functioning. Teachers also must carefully consider several factors when integrating students with
disabilities into cooperative groups.
Key Concepts
ability grouping between-class ability grouping cooperative learning cross-grade grouping face-to-face interaction
group processing group work heterogeneity homogeneity individual and group accountability interpersonal skills
Joplin plan Matthew effect multiage classrooms multigrade classes nongraded plans positive interdependence
regrouping sustaining expectation effect within-class ability grouping
Case Studies: Refl ect and Evaluate
Early Childhood: Caterpillar Circle
These questions refer to the case study on page 316.
1. Within-class ability grouping typically is used in elementary school for reading and math. Is there any reason to
form homogeneous groups in preschool? Why or why not?
2. Assume that you are in favor of ability grouping. On what criteria would you group preschool students (ability, prior
knowledge, age, etc.), and for what types of lessons?
3. Review the guidelines for effective use of within-class ability grouping in the section Elementary School: Using
Within-Class Ability Grouping Effectively on page 384. Explain why these guidelines would be easier to implement in
a pre-school classroom than in an elementary school classroom.
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4. What are the benefits of using cooperative learning, especially in a class as diverse as Sarah s?
5. Keeping in mind the developmental level of the children, what specific things would
you need to do to implement the five elements of cooperative learning discussed in the
module? Be sure to give specific examples of how you would implement each of the
five elements, and address any challenges you would expect with this age group.
Elementary School: Ecosystems
These questions refer to the case study on page 318.
1. If you were teaching this third-grade class, would you use within-class ability
grouping for teaching reading or math? Why or why not? What factors and/or research
evidence influenced your decision?
2. You want to eliminate within-class ability grouping at the elementary school where
you teach, and you arrange a meeting with the principal to discuss a new alternative.
Provide a convincing argument against within-class ability grouping, and explain the
practice of regrouping and its advantages.
3. Leilani wants to arrange students in cooperative learning groups for the ecosystem
project rather than keep their current group formation, in which they work together at
the tables where they sit. What criteria would you use to form cooperative groups
(ability, interests, etc.) and why?
4. Based on the argument that broke out at the end of the ecosystem activity, which element of
cooperative learning did
(Leilani) ignore? Give her specific suggestions for improving this component of cooperative learning.
5. Explain why the reflection process at the end of the ecosystem project is an
important component of cooperative learning. Speculate on what improvements Leilani
might make for future group projects.
Middle School: Classroom Safety
These questions refer to the case study on page 320.
1. Imagine that Crosby Middle School uses tracking and that the seventh graders in the case study are in
a lower track.
Discuss the advantages and disadvantages of tracking for these students. Why might
students gender, socioeconomic status, and ethnicity be important factors to consider
when evaluating the effectiveness of tracking?
2. The school board is discussing whether to detrack Crosby Middle School. Provide a convincing
argument for detracking.
Create an original plan for meeting the needs of both higher achievers and lower
achievers within a detracked curriculum. 3. In what ways did Saul implement positive
interdependence successfully? How could he improve on this?
4. How can Saul improve the face-to-face interaction and interpersonal skills of the
groups? Provide specific examples or suggestions.
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