|1.||Higher order thinking. Students in cooperative learning groups are made to work with ideas and concepts. They are challenged to offer their own interpretations of topics and to solve problems.|
|2.||Motivation and morale. Students who take part in cooperative learning feel more attached to the school and to the class. This may lead to better attendance and better retention rates.|
|3.||Learning interpersonal skills. Students in cooperative learning groups learn to cooperate with others. Cooperation is increasingly recognized as an important life skill, both for productive work on the job, for happy family life, and for participation in a democratic society.|
|4.||Promoting inter-personal and inter-group understanding. Students who work in cooperative groups are more likely to learn to get along with people of different sexes and from different social groups. They are also likely to develop stronger self-concepts.|
This lesson follows the three-part format of anticipation, building knowledge, and consolidationthat was presented in the first section of this guidebook. The lesson will use Mix/Freeze/Pair (Kagan 1994), Reading with Text Coding (Vaughn 1986), and the Jigsaw (Slavin 1994).
The text for this lesson is called “Remembering Columbus,” but the procedures in the lesson are meant to be used with any informational text that you have. This lesson is done here with eighth graders, but the procedures can be used with grades below that or up through the secondary level.