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COOPERATIVE LEARNING Generalizations from Classroom Instruction That Works
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P57-C6
2025-09-08
256
+
-
20
COOPERATIVE LEARNING
Generalizations from Classroom Instruction That Works
Three generalizations can be drawn about cooperative learning from Classroom Instruction That Works.
1. Cooperative learning groups should rarely be organized by ability. Groups should be heterogeneous—they should include both ELLs and English-dominant students. The ELLs will benefit greatly from being grouped with English-dominant students who can model correct English. Students in mixed groups also need to negotiate meaning. As ELLs strive to convey information, English-dominant students can scaffold language development by helping them find the right word or verb tense. They can also ask ELLs questions to elicit further speech.
2. Cooperative learning groups should be small. This makes sense for all students, but particularly for ELLs, who will feel more comfortable speaking in their new language in the confines of a small group of peers.
3. Although cooperative learning groups should be used regularly, teachers should take care not to overuse them. It is important to keep in mind that English language learners need time to independently practice the skills and processes that they must master.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية
مواضيع ذات صلة
قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)
